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      Educational aid, symbolic power and policy reform: The World Bank in Ethiopia

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      research-article
      London Review of Education
      UCL IOE Press
      ETHIOPIA, WORLD BANK, DEVELOPMENT AID, HIGHER EDUCATION REFORM, SYMBOLIC POWER, BOURDIEU
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            Abstract

            The World Bank uses a combination of financial and non-financial aid to influence educational reform in aid-recipient countries. Drawing on an interpretive policy analysis methodology and using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', this article aims to shed light on the Bank's non-financial pathways of policy influence in the Ethiopian higher education policy space. Specifically, it identifies knowledge-based policy regulatory instruments of the Bank, including sector reviews, advisory activities, analytical reports and learning events. The key argument is that in order to understand the full extent of donor power in national education policy fields in sub-Saharan Africa, it is imperative to problematize less visible discursive means of policy imposition.

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            Author and article information

            Journal
            10430
            London Review of Education
            UCL IOE Press
            1474-8460
            01 November 2019
            : 17
            : 3
            : 331-346
            Article
            1474-8460(20191101)17:3L.331;1- s9.phd /ioep/clre/2019/00000017/00000003/art00009
            10.18546/LRE.17.3.09
            ba7e5ca5-1a10-41a8-9005-1e8fb28de845
            Copyright @ 2019
            History
            Categories
            Lifelong Learning: Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            DEVELOPMENT AID,ETHIOPIA,BOURDIEU,SYMBOLIC POWER,HIGHER EDUCATION REFORM,WORLD BANK

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