Table of Contents

Notes on Contributors Acknowledgements Introduction Part I: Histories, Ideas and Actors in International Education 1. Histories of the Field of Education and International Development, Elaine Unterhalter (University College London, UK) 2. Theories of Development, Tristan McCowan (University College London, UK) 3. The Education for All Initiative and the Sustainable Development Goals: History and Prospects Karen Mundy and Caroline Manion (University of Toronto, Canada) 4. Decolonial Perspectives on Education and International Development, Lerato Posholi (University of the Witwatersrand, South Africa) and Pablo Del Monte (University of the Free State, South Africa) 5. Power, Participation and Partnerships in Research, Ian Warwick, Elaine Chase and Rosie Vaughan (University College London, UK) Part II: Key Themes 6. Schools, Citizens and the Nation-State, Susan Garnett Russell (Teachers College, Columbia University, USA) and Monisha Bajaj (University of San Francisco, USA) 7. The Education-Economic Growth Nexus, Monazza Aslam (University of Oxford, UK) and Shenila Rawal (University of Bristol, UK) 8. Addressing Intersecting Inequalities in Education, Elaine Unterhalter (University College London, UK) 9. Teachers and Teacher Education Policies, Gita Steiner-Khamsi (Teachers College, Columbia University, USA) 10. Quality Education and Global Learning Metrics, William C. Smith and Aaron Benavot (University at Albany SUNY, USA) 11. De Facto and By-design Privatization of Education in Developing Countries, Joanna Härmä (University of Sussex) 12. (Re)examining the Politics of Education in Crisis and Conflict-affected Contexts, Ritesh Shah (University of Auckland, New Zealand) and Mieke Lopes Cardozo (University of Amsterdam, The Netherlands) 13. Education, Religion and Values, Eva Sajoo (University of British Columbia, Canada) 14. Languages and Identities, Sheila Aikman (University of East Anglia, UK) 15. Livelihoods and Skills, Stephanie Matseleng Allais (University of the Witwatersrand, South Africa) 16. Adult Education: Movements, Policies and Processes, Charlotte Nussey (University College London, UK) 17. Higher Education and Development: Critical Issues and Debates, Rebecca Schendel and Tristan McCowan (University College London, UK) 18. Education, Environmental Crises and Sustainability, Meera Tiwari (University of East London, UK) Conclusion: An Interview with Anita Rampal (University of Delhi, India) References Index

Promotional Information

A comprehensive introduction to the field of education and development, synthesising existing currents in research, policy and practice and providing a critical reflection on emerging trends.

About the Author

Tristan McCowan is Professor of International Education at IOE, UCL’s Faculty of Education and Society, University College London, UK. He is the author of Rethinking Citizenship Education (2009), Education as a Human Right (2013), and Higher Education For and Beyond the Sustainable Development Goals (2019). He is editor of Compare journal. Elaine Unterhalter is Professor of Education and International Development at IOE, UCL’s Faculty of Education and Society, University College London, UK. She is the author of Gender, Schooling and Global Social Justice (2007), co-author of Education, Poverty and Global Goals for Gender Equality (2018), editor of Measuring the Unmeasurable in Education (2018) and co-editor of Global Inequalities and Higher Education (2010) and Critical Reflections on Public Private Partnerships (2020).

Reviews

This is a well-crafted edited volume that provides one of the best introductions to the field of education and international development. The second, fully updated, edition captures the challenges that emerged with Covid-19, Black Lives Matters and ongoing events. Readers will engage with a diversity of literatures while deepening their own knowledge with critical reflexivity.
*Michael Crossley, Professor of Comparative and International Education, University of Bristol, UK*

The study of comparative education, global studies in education and international development are changing and have always represented shifting and fluid paradigms, as well as intersectionality. Here is a text that is self-consciously engaging with these, sometimes invisible, attributes. The 2nd edition is a text of deployment, contextualizing complexity and intersectionality in analyses that open the discourse, present platforms from which students and practitioners may find their way forward towards building more relevant, socially just scholarship and policy.
*Sonia Mehta, Visiting Assistant Professor of Educational Studies, Macalester College, USA*

[1st Edition] Honourable Mention at the 2016 Prose Awards
*Prose Awards*

McCowan and Unterhalter's compendium on the interplay between education and international development is timely, useful and inherently significant ... A compelling choice for student audiences.
*Progress in Development Studies (of the first edition)*

Tristan McCowan and Elaine Unterhalter have brought together an outstanding group of scholars to examine the inextricable links between education and development. Aimed at students and practitioners, this volume raises timely questions about knowledge production and its translation in the politically-contentious worlds of education policy and development practice.
*Frances Vavrus, Professor and Coordinator of Graduate Programs in Comparative and International Development Education at the University of Minnesota, USA (of the first edition)*

The book should become a mainstay of courses in comparative and international education, development and globalization studies, social policy, and international organizations. It also represents an informative and accessible text for policy analysts and practitioners in international agencies and NGOs.
*Aaron Benavot, Professor of Global Education Policy at the University at Albany SUNY, USA (of the first edition)*

A star-studded multi-disciplinary group of authors... this is a book many of us, including academics, professionals, national and international development agencies and undergraduate and postgraduate students working in the field of education and development have been waiting for.
*Relebohile Moletsane, Professor and John Langalibalele Dube in Rural Education, University of KwaZulu-Natal, South Africa (of the first edition)*