Education and development: Thirty years of continuity and change

McGrath, Simon

doi:10.1016/j.ijedudev.2010.04.004

Cited by 23 publications

(12 citation statements)

References 61 publications

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“…The early years phase is strongly advocated as critical in laying the foundations for future development and well-being (Engle et al, 2007(Engle et al, , 2011 quality education are considered "strategic development investment" (The World Bank, 2011, p. 1) and essential for the benefit of wider society (The World Bank, 1995, 2017. As McGrath (2010) contends, "whether the call to action comes from international development agencies or from NGOs, the message above is a familiar one; education is central to development" (p. 537).…”

Section: Ecd For Sustainable Developmentmentioning

confidence: 99%

A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development

Ang¹

2018

Pac Early Child Educ Res Assoc

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The intersection between Early Childhood Development (ECD), peacebuilding, and sustainable development is a complex and newly emerging area of research in the cross-disciplinary field of early childhood and international development. This paper is important for its contribution to the developing knowledge-base in its conceptualizations of the role of young children in the promotion of social cohesion and peaceful societies. It begins by discussing the increasingly high profile of ECD in the global advocacy for building sustainable development. The discussion presents a multidimensional conceptualization of early childhood that is rooted in a wider social justice and human rights agenda and encapsulated in an ecological framework that depicts the intrinsic relationship between the child, family, community, and wider society. The findings reveal the potential linkages between ECD and young children's role in fostering peace as conceptualized in three interrelated paradigms -a rights-based, participatory, and pedagogical approach. The paper argues for the importance of advancing further research to foster greater understanding of the connections between children and peacebuilding especially in the context of fragile and conflictaffected countries.

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Section: Ecd For Sustainable Developmentmentioning

confidence: 99%

A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development

Ang¹

2018

Pac Early Child Educ Res Assoc

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“…Crossley, Broadfoot and Schweisfurth, 2007;McGrath, 2010). Nonetheless, even such a small sample makes the point powerfully that this is a field of divergence and diversity and it is through reading across the range of approaches that deep understandings of the complex nature of education and development emerges.…”

Section: The Weight and Breadth Of Evidence: Some Reflections On The mentioning

confidence: 99%

The weight and breadth of evidence: Some reflections on the strengths of international education and development research

McGrath¹

2013

International Journal of Educational Development

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“…While the set goals are both quantitative and qualitative, achievements are monitored quantitatively. What is defined as evidence of change must be broadened and deepened (Little and Green, 2009;McGrath, 2010;Okkolin et al, 2010). Qualitative analysis can add to this picture and the research approaches presented in this paper may be the complementary partners for mixed-methods to strengthen the role of research in educational development.…”

Section: Introductionmentioning

confidence: 96%

“…Existing research underlines that our knowledge of the complexity in educational development is still limited (see Amundsen and Wilson, 2012;McGrath, 2010) and contextualization of education is needed. Conducting research can promote sensitivity and respect for the stakeholders on the ground (Crossley, 2008;Crossley and Watson 2011).…”

Section: Introductionmentioning

confidence: 99%

Research to engage voices on the ground in educational development

Lehtomäki

Janhonen-Abruquah

Tuomi

et al. 2014

International Journal of Educational Development

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This paper discusses how a variety of qualitative methods could be used for investigating the engagement of the voices on the ground, where the change is expected to happen. It also reviews how qualitative research approaches involve students and teachers, the so-called "target groups" of educational development, as subjects, rather than objects. The qualitative methods are presented here for their potential in engaging the voices on the ground. Actor-centred inquiry and participatory action research consist of data collected, analysed and reported, in collaboration between researchers and the research subjects. Enabling the subjects as autonomous actors to take part in the analysis of their own learning and education provides a means to bring deeper cultural and social knowledge into the development processes. In this way research may promote ownership of educational development. Furthermore, the actors' voices are key factors in the re-definition of global, national and local educational development targets for the EFA beyond 2015.

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Education and development: Thirty years of continuity and change

Cited by 23 publications

References 61 publications

A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development

A Cross-Disciplinary Study of Early Childhood Development and Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable Development

The weight and breadth of evidence: Some reflections on the strengths of international education and development research

Research to engage voices on the ground in educational development

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