Multi-stakeholder aid to education: power in the context of partnership

“What I Believe Can Rescue That Nation”: Diaspora Working to Transform Education in Fragility and Conflict

“…Fluid navigation of insider/outsider roles was more challenging for diaspora in relationships with outside actors, and they found their agency constrained as they tried to engage with the power structures of status quo international development. Echoing other literature, these outside actors privileged external authority, especially as related to funding (Barnett 2013, Menashy 2017. As a result, our participants made compromises, partnering with external NGOs or outside, often white, organizational leaders who could provide this expert authority to garner financial sustainability.…”

“…Power imbalances are endemic to international education development, including the use of education as a tool of colonial domination and control (Burde 2014, King 2014) and neocolonialism such as aid tied to market or antiterrorism interests (Takayama, Sriprakash, and Connell 2017). Even when oriented toward "partnership," "participation," and attempts to locate authority with national governments and/or local communities (OECD-DAC 2007, King 2013, power asymmetries often remain, particularly as related to decision-making about programs and funding (Menashy 2017).…”

“…In contexts where governance and professions have been decimated by fragility and conflict, these "experts" are often, although not always, outsiders to the nation-state. They include donor, UN agency, and international non-governmental organization (NGO) staff, who are often culturallydistant from recipient communities and can have transient rather than long-term interests in transforming conflict dynamics (Piper 2016, Menashy 2017, Watkins 2012. This location of power is particularly troublesome in education, as education development that does not consider root causes of divisions may perpetuate, rather than mitigate, fragility and conflict (Davies 2011, Burde 2014, King 2014.…”

Privatização Da Educação Em 24 Países Africanos: Tendências, Pontos Comuns E Atípicos

“…Todavia, na PGE, os atores do Norte Global detêm maior influência, sendo a voz dominante na tomada de decisões, principalmente porque são doadores. Dessa maneira, na PGE, predomina o poder estrutural que cria uma hierarquia e dá preponderância a certos atores em detrimento de outros mediante sua posição numa hierarquia, influenciando, assim, a participação e a capacidade de influência dos vários participantes (MENASHY, 2018;2019).…”

Macht und Partizipation in einem multiprofessionellen Bildungsverbund

“…Damit schließt unsere Forschung an die eingangs vorgestellten Forschungsarbeiten an. Bereits existente strukturelle Machtunterschiede werden in den Verbund übertragen, wie es auch Menashy (2018) für die Global Partnership for Education (GPE) feststellte. In diesem Artikel konnten wir zeigen, wie es einer großen deutschen Stift ung gelingt, mithilfe ihres Engagements in einem Verbund hinsichtlich der drei Machtdimensionen Macht zu gewinnen.…”