Foreword by: Steven Klees
Publication Date: July 12, 2019
Partnerships are now pervasive in global education and development, but are they creating equitable, cooperative, and positive relationships? Through case studies of prominent multistakeholder partnerships—including the Education Cannot Wait Fund and Global Partnership for Education—as well as a comprehensive analysis of the global education network, this book exposes clear power imbalances that persist in the international aid environment. The author reveals how actors and organizations from high-income countries continue to wield disproportionate influence, while the private sector holds a growing degree of authority in public policy circles. In light of such evidence, this book questions if partnerships truly ameliorate power asymmetries, or if they instead reproduce the precise inequities they are meant to eliminate.
Francine Menashy is an associate professor in the Department of Leadership in Education and teaches in the Urban Education, Leadership, and Policy Studies doctoral program at the University of Massachusetts Boston. Dr. Menashy is coeditor of Comparative Education Review.
"The use of partnerships for international aid and development has become ubiquitous, and their value has been too-little questioned. For education, Francine Menashy’s book remedies this with a detailed, probing analysis of such partnerships in theory and practice."
—From the foreword by Steven J. Klees, University of Maryland
“International Aid to Education is an urgent read for anyone working in international development. Menashy problematizes the embrace of partnerships, constructively examining the content and nature of collaborations in educational development and aid. Her work points to ways in which all of us working in research, policy, and practice can rethink our own roles in perpetuating power imbalances and inequities.”
—Sarah Dryden-Peterson, Harvard Graduate School of Education
“Francine Menashy's new book provides a fresh and innovative take on power and politics within multistakeholder partnerships in international development. Focusing on two recent partnerships that aim to support education in some of the world's most difficult contexts—the Global Partnership for Education and Education Cannot Wait—this book explores the uneasy evolution of power dynamics between private authority and official actors in international aid. It makes a strong new contribution to the study of global governance and education policy.”
—Karen Mundy, chief technical officer, Global Partnership for Education