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Invested truth in World Bank education policy: The exclusion of educators' perspectives in the future of education

Version 2 2024-06-17, 12:19
Version 1 2015-08-31, 13:47
journal contribution
posted on 2024-06-17, 12:19 authored by A Vongalis-Macrow
The objective of the paper is to critically review the positioning of teachers in the World Bank's Education Sector Strategy 2020. The review is framed through the lens of Habermas' communicative action theory (CAT) to show how teachers' truth, rightfulness and truthfulness are obfuscated in the new policy. Habermas centres notions of democratization and participation as key requirements for representative systems. However, as the new strategy takes shapes, what is more apparent is the further marginalization of educators and education scholars from education reforms. The review suggests that education and teachers' work is becoming further embedded in broader social and economic systems. This is despite extensive consultations that are a feature of the new strategy and its development. The paper raises questions about the work of teachers and their place within education systems whose development is influenced by agencies such as the World Bank. As more of the analytical and intellectual tasks associated with education and teachings are being taken over agencies and organisations, t...

History

Journal

Asia Pacific journal of educational development (APJED)

Volume

3

Pagination

11-19

Location

Sanxia, New Tai Pei

Language

eng

Publication classification

C3 Non-refereed articles in a professional journal, X Not reportable

Copyright notice

2014, National Academy for Education Research

Issue

1

Publisher

National Academy for Education Research

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