Studying “the Political” in International Aid to Education: Methodological Considerations

Knutsson, Beniamin; Lindberg, Jonas

doi:10.1086/693924

Cited by 11 publications

(10 citation statements)

References 45 publications

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“…“Aid to education has been for a long time a concern within the field of international and comparative education.” (Knutsson and Lindberg, 2017, p. 720). As China gradually rises as a global economic and political power, China will be more frequently perceived, rightly or wrongly, as an aid donor rather than in its preferred role as a South-South partner.…”

Section: Discussionmentioning

confidence: 99%

“…China, along with other emerging donors, is a frequently cited example of a country that has taken an alternative aid approach. As Knutsson and Lindberg (2017) stated, "literature on the role of rising powers in the field of aid to education is still scant, and it is mainly China" (p.709). Our study provides the first systematic literature review of studies on international aid to education provided by Southern countries; taking China as an example, to summarize its aid principles and aid practice in the field of education.…”

Section: Introductionmentioning

confidence: 99%

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Studies of China's international aid to education: a systematic review of literature

Jiang

Holst

2023

HESWBL

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PurposeThe purpose of this study is to conduct a systematic review of the literature addressing international aid to education, primarily focusing on China's aid principles and its practice of scholarship programs and short-term training held in higher education institutions (HEIs).Design/methodology/approachUsing the systematic review approach, the authors identified 25 English-language articles in the academic databases. The review is driven by the analytical lenses of (a) the policy formulation and implementation of China's educational aid across macro-, meso- and micro-levels and (b) theories and methodologies that are commonly adopted in the existing studies.FindingsThe review identified three themes: (a) China's aid discourse in the international aid landscape, (b) critical reflections on educational aid program management and (c) international students' study experiences and perceptions of China. The authors also outline prevalent theories and methodological approaches used in the existing literature.Research limitations/implicationsThis literature review provides a review of research on China's international aid to education in the past 20 years, as a frequently cited example of emerging donors that have taken alternative aid approaches, thus bringing about a broader and nuanced perspective of aid to education. It also generates implications for researchers who are interested in studying education and development in the global context.Originality/valueThis study provides is first systematic literature review of studies on international aid to education provided by emerging donors, taking China as an example, to summarize its aid principles and aid practice in China's HEIs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Studies of China's international aid to education: a systematic review of literature

Jiang

Holst

2023

HESWBL

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“…I have used a qualitative analysis based on post-foundational and relational ontology (Macgilchrist, 2016), which employs categories in a non-essential manner (Knutsson and Lindberg, 2017); categories do not determine the content in advance, on the contrary, the particular content is a research question. This relational methodological perspective is not primarily concerned with texts but primarily tracks the relations within a situation (Boltanski and Thévenot, 2000) and is first and foremost attentive to systems and patterns of references and ‘indexicality’ of language, which configure social shapes which are highly consequential for social action (Fontdevila and White, 2013; Prior, 2003: 11–23).…”

Section: Empirical Materials and Methods – Relational Analytical Workmentioning

confidence: 99%

Patterns of actorship in legitimation of educational changes: The role of transnational and local knowledge

Wirthová

2021

European Educational Research Journal

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This paper examines how different meanings of knowledge (transnational, comparative, statistical, local, and personal) relationally stabilise the agential position for the legitimation of educational reform across state and non-state actors. Analysing the materiality and systems of reason of proposals to reform education in the pre-election debates in the Czech Republic, the focus is placed on different patterns of legitimate and legitimating actorship, assembled from global and local relations. Through an ecological conceptualisation the research identifies the problematisation and decomposition of actorship into contradictory assemblages of both traditional actors (teachers and politicians) and relatively new ones (NGOs). The relationship of the civil sector and the state structures allowed the emergence of new non-state, non-professional actors (NGOs) who aggregate their expertise from transnational data and legitimate both their position as experts and the particular educational change. This has consequences for non-experts as politicians and teachers. The transnational and European context penetrated into the Czech educational sphere not through an elite class of system actors but through the representatives of NGOs. Rhetorically saving education from degradation, NGOs engage in spreading the transnational data and externalise the legitimation of educational reform and thus become the bearers (although agentially limited) of the European space.

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“…Ale i sledování a interpretace významu může zajít do sociologicky neproniknutelných lingvistických analýz, současní badatelé proto -v návaznosti na relacionistickou ontologii -dávají přednost zkoumání systémů a vzorců referencí -odkazů, které lze sociologicky uchopit, tedy to, na co je odkazováno [Knutsson, Lindberg 2017;Macgilchrist 2016;Prior 2003: 113-23]. Metodologicky se jedná o zaměření na sociálně akceptovanou normativitu (normativní základy argumentů) imanentní těmto dokumentům [Herzog 2016: 284].…”

Section: Sledování Vzorců Referencí a Vztahů Mezi Nimiunclassified

Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes

Wirthová¹

2020

Czech Sociological Review

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The article focuses on knowledge regimes within the normative discourse of the reform of Czech educational curricula. Engaging with the relational ontology of 'third-wave sociology of education', the article presents a qualitative analysis of strategic documents that sheds light on the divergent systems of reasons for particular educational changes. The research traced legitimising (justifying and criticising) strategies in authorised documents (governmental organisations) and non-authorised (NGOs and transnational organisations) in the 2010-2017 period. These findings point to the existence of several significantly divergent knowledge 'micro-regimes' that produce various contradictions and tensions on the level of regimes, documents, and the meaning of 'competent' actors. The research tracked the different relationships between managerial, expert, revisionist, revising, and adaptation regimes. It demonstrated that contemporary Czech attempts to reach a consensus over the goals of education across society are paralysed by a number of contradictory legitimisations rather than one hegemonic discourse.

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Studying “the Political” in International Aid to Education: Methodological Considerations

Cited by 11 publications

References 45 publications

Studies of China's international aid to education: a systematic review of literature

Studies of China's international aid to education: a systematic review of literature

Patterns of actorship in legitimation of educational changes: The role of transnational and local knowledge

Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes

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