Constructing Education for Development

Chabbott, Colette

doi:10.4324/9780203055991

Cited by 33 publications

(13 citation statements)

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“…I posit such a relationship for multiple reasons. One is that there is discourse at the global level around the issue of mortality and health more generally (e.g., Chabbott 2002, 2014). Health and mortality are generally identified as issues in the international community.…”

Section: The Analysismentioning

confidence: 99%

Democracy and Health in Developing Countries: New Cross-National Evidence, 1990–2016

Mejia

2022

Sociological Perspectives

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Scholars have long investigated the factors that affect health outcomes in less-developed countries. One debate that has increasingly intensified in recent years is the democracy and health relationship in comparative international context. Scholars argue that democracy does affect country-level health outcomes in less-developed countries, while others argue democracy does not affect country-level health outcomes. I estimate the effect of numerous democracy indexes on child mortality and infant mortality in developing countries using fixed effects regression models with heteroskedasticity-robust standard errors clustered by country. I find that multiple aspects of democracy exert significant beneficial effects on child mortality and infant mortality in less-developed countries.

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Section: The Analysismentioning

confidence: 99%

Democracy and Health in Developing Countries: New Cross-National Evidence, 1990–2016

Mejia

2022

Sociological Perspectives

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“…Another gap in the literature relates to the interconnectedness of the education goal and other goals, particularly in the MDG project. The idea that education may determine the development of all other areas of life was recognised by Chabbott (2013) at the end of the MDG project, and a few studies since have explored this but only in the realm of the SDG project (Vladimirova and Le Blanc, 2016; Persaud, 2017; Annan-Diab and Molinari, 2017). Annan-Diab and Molinari (2017) suggest the use of an interdisciplinary approach in teaching to establish a link between education and other SDGs, in order to aid their implementation.…”

Section: Education-focused Goals In Both Un Projectsmentioning

confidence: 99%

“…Overall, the idea that education can determine the development of all other areas of life (Chabbott, 2013) seems to be highlighted in the way that different goals in both projects are somehow dependent on education. This appears to suggest the potential role of education as a soft governance tool since it seems to be a relevant intermediary to achieve targets across the different goals.…”

Section: The Place Of Education In Un Development Goals Projectsmentioning

confidence: 99%

Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations

Kushnir

Chaves

2022

Jnl of Research in Internatl Education

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The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague—the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.

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“…This shift is particularly notable with regard to expert and scientific policy advice. Entire organizational fields (DiMaggio & Powell, 1983) have emerged and are now engaged in production and dissemination of research and research‐based advice to actors tasked with designing national policies (Chabbott, 2013; Zapp & Powell, 2016).…”

Section: Expansion Of Science and Policy Advice Organizationsmentioning

confidence: 99%

From where do legislators draw scientific knowledge? Organizations as scientific authorities in four countries' parliamentary debates

Syväterä

Rautalin

Magyari

2022

British Journal of Sociology

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Organizations far beyond traditional academic institutions have become prolific science producers, with many now providing evidence‐based advice for national governments and policy‐makers. Neo‐institutional sociology explains organizations' growing investment in research activities and research‐based policy advice by the all‐embracing scientization and the expansion of the educated population, phenomena observable throughout the world. There is, however, considerably less knowledge about how the organizations' increased knowledge production and the supply of science‐based policy advice are reflected in national policy‐making, including the legislative work of parliaments, and to what extent distinct organizations are deemed authoritative in different countries. In this paper, we examine how different organizations are used as scientific authorities in parliamentary debates over new legislation. Drawing on analyses of 576 parliamentary debates from Australia, Finland, Kenya, and the United Kingdom, we study what organizations are acknowledged as scientific authorities and the relative weight of different organization types in the context of political debates over new legislation. The results reveal that while organizations in general are frequently evoked as scientific authorities in all four countries, there is remarkable variation in the types of organizations considered authoritative in different national contexts. We elaborate these findings by analysing ways in which politicians evaluate organizations as sources of scientific authority. While the same set of evaluative schemas are used in all four countries, each is typically applied to certain types of organization. The results suggest that both the supply of scientific policy advice and political culture shape legislators' rhetorical practices when drawing on organizations' scientific authority.

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Constructing Education for Development

Cited by 33 publications

References 0 publications

Democracy and Health in Developing Countries: New Cross-National Evidence, 1990–2016

Democracy and Health in Developing Countries: New Cross-National Evidence, 1990–2016

Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations

From where do legislators draw scientific knowledge? Organizations as scientific authorities in four countries' parliamentary debates

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