The World Bank and Education

1. Front Matter

   Pages i-xxi

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2. Framing the Issues

   1. Front Matter

      Pages 1-1

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   2. For All By All?

      • Gita Steiner-Khamsi

      Pages 3-20

   3. World Bank Poetry

      • Bjorn Harald Nordtveit

      Pages 21-32

   4. The Poverty of Theory

      • Sangeeta Kamat

      Pages 33-47

   5. World Bank and Education

      • Steven J. Klees

      Pages 49-65

3. Learning, Assessment, and The Role of Teachers

   1. Front Matter

      Pages 67-67

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   2. The 2020 World Bank Education Strategy

      • Angela C. de Siqueira

      Pages 69-81

   3. Teachers as Learners

      • Mark Ginsburg

      Pages 83-93

   4. “Quality’s” Horizons

      • Crain Soudien

      Pages 95-107

   5. More of The Same Will Not Do

      • Joel Samoff

      Pages 109-121

4. Research and Policy

   1. Front Matter

      Pages 123-123

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   2. “All Things Being Equal?”

      • Antoni Verger, Xavier Bonal

      Pages 125-142

   3. “Research Shows That …”

      • Joel Samoff

      Pages 143-157

   4. The Gender Dimension in The World Bank’s Education Strategy

      • Nelly P. Stromquist

      Pages 159-172

   5. Human Rights in The World Bank 2020 Education Strategy

      • Salim Vally, Carol Anne Spreen

      Pages 173-187

   6. The Strange Non-Death of Neoliberal Privatization in The World Bank’s Education Strategy 2020

      • Susan L. Robertson

      Pages 189-206

5. Reshaping The Future

   1. Front Matter

      Pages 208-208

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   2. Alternatives to The World Bank’s Strategies For Education and Development

      • Anne Hickling-Hudson, Steven J. Klees

      Pages 209-226

6. Back Matter

   Pages 227-245

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World Bank and Education: Book Blurb For more than three decades, the World Bank has been proposing global policies for education. Presented as research-based, validated by experience, and broadly applicable, these policies are ideologically driven, insensitive to local contexts, and treat education as independent of international dynamics and national and local economies and cultures. Target countries, needing resources and unable to generate comparable research, find it difficult to challenge World Bank recommendations. The World Bank and Education: Critiques and Alternatives represents a powerful challenge to World Bank proposals. Probing core issues—equity, quality, finance, privatization, teaching and learning, gender, and human rights—highlights the disabilities of neoliberal globalization. The authors demonstrate the ideological nature of the evidence marshaled by the World Bank and the accompanying policy advice. Addressing key education issues in developing countries, the authors’ analyses provide tools for resisting and rejecting generic policy prescriptions as well as alternative directions to consider. Robert Arnove, in his preface, says, “whether the Bank is responsive to the critiques and alternatives brilliantly offered by the present authors, the book is certain to influence development and education scholars, policymakers, and practitioners around the globe.”

• developing countries
• education
• world bank

• University of Maryland, U.S.A.

  Steven J. Klees, Nelly P. Stromquist

• Stanford University, U.S.A.

  Joel Samoff

Policies and ethics