ABSTRACT

The study detailed in this paper examines the role of the Global Partnership for Education (GPE) in the transnational policy-making landscape in relation to African fragile and conflict-affected states. Data collection was based on content analysis of a corpus of documents – Education Sector Plans (ESPs)/ Transitional Sector Plans – examining to what extent the main categories identified in the literature concerning global education policy and international development, emerge from the documents. We conclude that certain terms and constructs that emerge from global education discourses recur frequently in the ESPs. The article argues that there is a depoliticisation strategy in the development of the ESPs, making it possible to identify a façade of precision, a façade of rationality and a façade of universality.

摘要

本文详细研究了全球教育伙伴关系 (GPE) 在与非洲脆弱和受冲突影响国家相关的跨国决策环境中的作用。数据收集基于对文件集的内容分析——教育部门计划（ESPs）/过渡部门计划——检查文献中确定的有关全球教育政策和国际发展的主要类别在何种程度上从文件中出现。我们得出结论，全球教育话语中出现的某些术语和结构在 ESP 中经常出现。文章认为，在 ESP 的发展过程中存在一种去政治化的策略，这使得识别精确的表象和理性的表象成为可能和普遍性的外观。