Molla, T.;
(2019)
Educational aid, symbolic power and policy reform: The World Bank in Ethiopia.
London Review of Education
, 17
(3)
pp. 331-346.
10.18546/LRE.17.3.09.
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Abstract
The World Bank uses a combination of financial and non-financial aid to influence educational reform in aid-recipient countries. Drawing on an interpretive policy analysis methodology and using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', this article aims to shed light on the Bank's non-financial pathways of policy influence in the Ethiopian higher education policy space. Specifically, it identifies knowledge-based policy regulatory instruments of the Bank, including sector reviews, advisory activities, analytical reports and learning events. The key argument is that in order to understand the full extent of donor power in national education policy fields in sub-Saharan Africa, it is imperative to problematize less visible discursive means of policy imposition.
| Type: | Article |
|---|---|
| Title: | Educational aid, symbolic power and policy reform: The World Bank in Ethiopia |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/LRE.17.3.09 |
| Publisher version: | https://doi.org/10.18546/LRE.17.3.09 |
| Language: | English |
| Additional information: | ©Copyright 2019 Molla. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited |
| Keywords: | BOURDIEU; DEVELOPMENT AID; ETHIOPIA; HIGHER EDUCATION REFORM; SYMBOLIC POWER; WORLD BANK |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10088177 |
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