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Annual Report 2012 Is Academie ‘Education and International Development’

Amsterdam, February 2013

2 Report 2012

2012 Annual Report

Is Academie Education and International Development

Table of contents:

1. Introduction ................................................................................................... 3

2. Master Theses ................................................................................................ 5

3. Teaching on Education & Development ........................................................ 6

4. GLOBED – EU Master programme on Education Policies for Global Development .......................................................................................................... 8

5. Summer School CERES - panels organised by IS Academie ......................... 10

6. Special professor in Education and IDS........................................................ 11

7. Public lectures/events.................................................................................. 13

8. Political and societal dialogue ...................................................................... 17

9. Publications – research output .................................................................... 19

10. International conferences ............................................................................ 22

11. Other dissemination initiatives: Blog and Facebook ................................... 24

IS Academie Education and International Development 3

1. Introduction

In March 2012 Minbuza approved a new Project for the IS Academie ‘Education and

International Development’ (EID). The new project runs for three years (up to March

2015) which is the period foreseen for the end of the Special Professorship

‘Education for All’. Since the previous project finished formally in 2010, the IS

Academie Education and International Development research group has maintained

an intensive activity to keep the research and advocacy agendas updated. This has

been mainly possible thanks to the neutral budget extension provided by Minbuza

for the year 2011 and to the motivated work of the members of the group.

The renewed IS Academie ‘Education and International Development’ focuses mainly

on two thematic areas of research: 1) Education, state reconstruction and peace

building in post conflict/fragile states and 2) Sexual and Health Reproductive Rights

(see the document Proposal Research Agenda on Education and International

Development, 2012). While the core activities evolve around these two themes,

some of the outputs of 2012 also include other relevant academic activities that the

IS Academie ‘Education and International Development’ maintains in related

thematic areas. These other fields of research include privatization and

decentralization of education, the architecture and delivery of development aid to

education (in conflict areas), teaching and learning processes, educational reform,

multicultural and bilingual education, education and citizenship regimes, teacher

training and the relationship between the state and teachers, the global governance

of education systems in low-income countries, the role of advocacy coalitions and

social movements in promoting quality education, education and religion, and non-

formal education.

Currently, the Amsterdam-based team of the IS Academie EID consists of four

researchers and one assistant, while closely cooperating with former and new IS

Academie members and partners. The team members are Prof Dr Xavier Bonal

(Special Professor, 0,2 FTE); Dr Mieke Lopes Cardozo (coordinator of the IS Academie

research project, contact person for BuZa, full time lecturer/researcher), Dr Hulya

4 Report 2012

Kosar Altinyelken (0,5 FTE lecturer/researcher), Dr Margriet Poppema (0,3 FTE

lecturer/researcher), and the team is supported by Dr Jacobijn Olthoff (research line

on SRHR) and from September 2012 onwards by our research assistant Drs Joëtta

Zoetelief (0,2 FTE). We continue to work in close cooperation with former and newer

‘affiliated members’, including Dr Antoni Verger (Universidad Autonoma de

Barcelona), Dr Mario Novelli (University of Sussex), Drs Graciella Paillet (University of

Amsterdam), and the (former) PhD’s of the first Is Academie, Inti Soeterik, Magali

Chelpi and Sanne van der Kaaij. The IS Academie team aims to continue to work in

close cooperation with the IS Academie contact person at MinBuZa, namely Ronald

Siebes, and other colleagues at the Social Development Department-Education and

Research Division (DSO-OO department) of the MinBuZa. In addition, close contact

and opportunities for further collaboration are maintained with various international

development organisations (including Oxfam Novib, UNICEF (NL and HQ in NY),

UNESCO IIEP, Education International, GCE NL, War Child, Save the Children,

Edukans, Educaids, among others) as well as with our broad international academic

network.

Since November 2012, the IS Academie EID has a new logo (Figure 1) that we hope

will enhance the visibility of the IS Academie. The logo was designed by a creative

designer, Teatske Sanne Greydanus, that also created a flyer for the public lecture

organized on 29 November 2012 (see section 6.c and Figure 3). The logo will be used

in documents produced by the IS Academie and on our weblog and Facebook (see

section 10).

Figure 1 New logo IS Academie EID


The Bachelor and Master level courses given in this area continue to show high

standards. This is reflected in positive student evaluations, in the number and level

of Masters theses supervised and a generally high number of students attending our

courses. Finally, the high audience attendance at our public lecture and the

publications in well-read academic journals combined with high profile presentations

at international conferences carries on to show the success of the academic team in

Amsterdam (with continued support from our members in Barcelona and Sussex). In

the following sections we list the IS Academie’s specific outputs in detail.

2. Master Theses

Table 1 shows the theses on education and international development that were

supervised by IS Academie members in 2012. These studies have been developed in

the context of the International Development Studies (IDS) Master Programme of

the University of Amsterdam.

Table 1. Education and IDS Ma Theses (2012)

Student Title thesis Supervisor

Michal Ragowan Inequality of Educational Opportunity in

Higher Education in Brazil

Xavier Bonal

Anita Wolber Stigmatization of former abductees in secondary schools in post-conflict Kitgum, Northern Uganda

Mieke Lopes

Cardozo

Céline Hoeks Sri Lankan teachers as agents of peace Mieke Lopes

Cardozo

Carolien Vis Educating women entrepreneurs in Kigali, Rwanda

Mieke Lopes

Cardozo

Karen Smith The Taboo and the teacher: Youth sexuality and teachers’ education strategies for SRHR in Kenyan Masaai Land

Mieke Lopes

Cardozo

Maud Bakirdjian Teaching social sciences in English: the implementation of the new language policy in Rwanda

Mieke Lopes

Cardozo

Gabriela Beetstra Trying to find unity in diversity. Graciela

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Perceptions on democratic citizenship education and the new education reform in Bolivia

Paillet/Mieke

Lopes

Cardozo

Haidi Sadik

The good Egyptian: Citizenship education in the context of the Egyptian revolution,

Margriet

Poppema

Harriet Kimani Enhancing Opportunities: Universal Secondary Education Policy in Uganda

Margriet

Poppema

Laura Hinder The global discourse and local realities of ICT for education. On the gap between policies and implementation in the Kilimanjaro region, Tanzania.

Margriet

Poppema

Merieme Bachar The Maasai’s perception of female education and Maasai girls’ perception of their educational experiences in Kajiado, Kenya

Margriet

Poppema

Sarah Moorcroft Child-Centred Education for Who? Children’s Lived Experiences of Uganda’s Child-Centred Education

Jacobijn

Olthoff

Tesora veliscek Zambian children: Pupils, helpers or workers? Research on the relation between children’s household responsibilities and their educational possibilities in Lusaka, Zambia

Jacobijn

Olthoff

Valentina Crunteanu Home-school relationships and the educational trajectories of Roma children from Cazanesti County, Romania

Inti Soeterik

3. Teaching on Education & Development

There are several IS Academie members involved in the teaching of Bachelor and

Master level courses on the theme of Education and International Development.

Two Master modules and one Bachelor module were offered by the University of

Amsterdam. Especially the number of BA course student continues to remain

relatively high with 55 students in 2012, which shows a strong interest that the

education and international development topic generates. Below is an overview of


the three courses in question, and the IS Academie members in charge of them have

been:

Xavier Bonal, Mieke Lopes Cardozo & Inti Soeterik: Globalisation, Education

and International Development, MA course from February-May 2012: guest

lectures by Xavier Rambla (Universidad Autonoma de Barcelona), Corien Sips,

(BUZA: DSO/OO), Phil Compernolle (BuZa/IOB), Martijn Engels (UNICEF),

Emmelie Gulpers and Anita Wolber (former IDS MA students).

Margriet Poppema: Education and International Development in Contexts of

Diversity, MA course from September 2012-December 2012. The courses

counted with guest lectures by Xavier Bonal, Corien Sips (BUZA: DSO/OO),

Mario Novelli, Mieke Lopes Cardozo

Mieke Lopes Cardozo & Hulya Kosar Altinyelken: Education and International

Development, BA course from October 2012 – January 2013, with guest

lectures from Corien Sips (BUZA DSO/OO, Kim Hartog (STC), Mario Novelli

(University of Sussex), Loes Bijleveld (ex Ma IDS student).

IS Academie members have also provided other relevant courses and guest lectures,

including for instance:

Courses:

Children and International Development course, Ba level, spring 2012 –

Jacobijn Olthoff and Mieke Lopes Cardozo.

Research Methods and Techniques for doing fieldwork in developing countries,

spring 2012 – Jacobijn Olthoff and Mieke Lopes Cardozo.

Introductory course International Development Studies, spring 2012 – Mieke

Lopes Cardozo, Antonio Carmona Baez, Neeraj Mishra, guest lecture by

Xavier Bonal.

Introductory course International Development Studies, autumn 2012 – Hulya

Kosar Altinyelken, Niels Beerepoot, Jana Kleibert.

Children and International Development course, Ba level, autumn 2012 – Hulya

Kosar Altinyelken and Jacobijn Olthoff , guest lecture by Xavier Bonal.

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Education policy and media, BA level, January 2012, and December 2012 –

Hulya Kosar Altinyelken

Guest lectures in other courses:

Mieke Lopes Cardozo, 26-01-2012, Course on Education and Conflict,

University of Sussex, ‘Peace education – a case study of Sri Lanka’

Mieke Lopes Cardozo, 10-05-2012, cursus Mondialisering Algemene Sociale

Wetenschappen, ‘Onderwijs en Mondialisering’.

Hulya Kosar Altinyelken, May 2012, a lecture on inclusive education policies in

Europe, Autonomous University of Barcelona. “ Incusive education policies in

Europe: the case of the Netherlands”.

Hulya Kosar Altinyelken September 2012, a lecture on ‘international

development, health and education’, at ‘Global heatlh care and society ‘

course.

Xavier Bonal, 13-10-2012, course-seminar and Education and Participation,

University of Porto, ‘Participation and citizenship education’

4. GLOBED – EU Master programme on Education Policies for Global

Development

In October 2012, the IS Academie group of the UvA started its involvement in the

very interesting and important GLOBED project, which received EU funding until

October 2014. The project aims to develop a Masters joint programme in Education

Policy for Global Development (GLOBED). The general objectives regarding the

programme definition and curriculum development are:

To give response to the increasing need of well-prepared professionals in the

area of education for development research and in the area of international

cooperation and intervention projects in education policy in developing

countries.


To develop an integrated rather than a compartmentalized European

approach within the education for development field by identifying the main

challenges that education systems face in a globalised economy.

To become a central Master of education policy for development globally

that is able to respond to the current education challenges of all world

regions from an interdisciplinary perspective.

To foster the use of ICT, as both a learning subject in itself and as an

approach to support the learning process of Master students.

To define internal and external monitoring procedures for quality assurance

of the curriculum and the general programme design.

At a more concrete level, the project has the following objectives:

Intensifying student and teacher mobility among European Universities and

among other associate partners.

Enhancing the attractiveness of the joint Master outside Europe by searching

synergies with the Erasmus for All programme and by developing proper

marketing strategies.

Exploring the Master’s potential demand by surveying key actors in the

education for development field.

Define and operate successfully with one set of entry criteria, application

forms and admission procedures.

Facilitating the development of international and interdisciplinary

approaches by including intensive courses in partners’ institutions with the

participation of different members of the network.

Work on a joint diploma award, according to local regulations and

procedures.

Identifying and implementing quality assessment mechanisms according to

the European standards and guidelines for Quality Assurance in the European

Higher Education Area (EHEA).

Defining the data gathering and monitoring procedures for quality assurance.

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Ensuring the availability of academic and administrative staff resources for a

successful programme development.

Defining a business plan to ensure the financial sustainability of the Master

programme based on the collaboration with associate partners.

The project is coordinated by the Globalisation, Education and Social Policies (GEPS)

research group at the Universitat Autònoma de Barcelona and includes, besides the

IS Academie, the Universities of Malta, Oslo and Sarajevo.

5. Summer School CERES - panels organised by IS Academie

Within the context of the 2012 CERES Summer School on the theme ‘International

Development Studies: a challenge for the future?’ Mieke Lopes Cardozo and Joëtta

Zoetelief organised two interlinked panels focusing on the 'Futures of Education and

Development'. More specifically, in Panel 1, specific attention was paid to the

upcoming and on-going powers and forces within the field of education and

development in the Latin American region. The presentations in this panel

highlighted how new forms of financing (such as Public Private Partnerships), as well

as new curricular and sector-wide reforms (including intercultural education and the

decolonisation of education) have a major impact on education systems in the

region. The second panel addressed another relevant and upcoming theme of

education: peace, conflict and security. In this panel, presenters discussed various

case studies of (post-)conflict situations and the complex roles of education and

educators within those.

Presenters in Panel I ‘Education Forces in Latin America’, included Xavier

Bonal on Globalisation and Privatisation in education; Margriet Poppema, on inter-

/intracultural education reforms in Bolivia and Guatemala, Inti Soeterik on education

and racism in Brazil and Mieke Lopes Cardozo and Joëtta Zoetelief on perspectives

and practices of intra-/intercultural and plurilingual education in Bolivia. In Panel II

‘Peace, Conflict and Security’, the following presenters were included: Alpha

Amirrachman (UvA, graduated PhD 2012) on peace education in the Moluccas;

Martijn Engels (UNICEF) on education in Burma/Myanmar; Anita Wolber (2011-2012

master student IDS UvA) on teachers’ perceptions and strategies in relation to


stigmatization of former abductees in Northern Uganda; and Mieke Lopes Cardozo

and Céline Hoeks (2011-2012 master student IDS UvA) on teachers’ agency for peace

in (post-)conflict Sri Lanka.

6. Special professor in Education and IDS

The Stoobio Foundation has punctually received all the reports on the activities of

the Special Professor. The foundation has positively evaluated the work of the new

Professor, Xavier Bonal, since he started working in March 2011.

The tasks carried by the Special Professor since March 2012 include:

Seminars and lectures at BA and Masters courses on International

Development Studies.

Supervision of PhD students (Inti Soeterink) and IDS Master students (Michal

Ragowan)

Exploring new strategies to attract PhD students to the IS Academie

Programme: application to the NWO Research Talent with Mireille de Koning.

Research project: The growth of low fee private schools in India: Implications

for the equity of educational provision and access for disadvantaged groups

Regular meetings with the Dutch Ministry of Foreign Affairs to inform about

work in progress and explore future forms of collaboration

Meetings with Mark Rutgers, dean of the GSSS, to inform about GLOBED and

its process of implementation within the UvA.

Inaugural lecture delivered upon accession to the office of hoogleraar

Politicologie at the University of Amsterdam University of Amsterdam:

Education for international development: which sociology to bring into de

field?

Progress in the research project: “Education and Quasi-market reforms on

Latin America” has been awarded by the Spanish Ministry of Science and

Innovation. This project will be carried out in collaboration with former and

current members of the IS Academie ED (2012-2014).

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Participation in the European Conference on Educational Research (ECER) in

Cadiz. Paper presented “Are PPPs the magic bullet: A research framework of

market failure in education reform” (with Antoni Verger).

Specific work-plan for 2013

The chair plans to develop the following activities during 2013:

Academic activities

Preparing an application to at least one call of national or international

funding for education and development studies.

Supervise PhD students and Master students.

Continuity in the searching of funds for new PhD students.

Continue running seminars in Master and Bachelor courses in international

development studies.

Leading and developing the GLOBED Project to set up a European Masters on

Education Policies for Global Development.

Preparation and contribution to the pilot GLOBED Summer School, to be hold

in Amsterdam in early June.

Preparing a position paper with Mieke Lopes Cardozo on Education, state

reconstruction and peace-building in post-conflict states.

Launching a Call for Proposals for policy-oriented research project in the two

priority areas of the current IS Academie.

Advocacy and public activities

Continue meetings and discussion with key actors in the education and

development field in the Netherlands. Valuing possible joint or common

activities of IS Academie members and Dutch civil society (such as the Dutch

GCE organised ‘Agenda for Education’).

Dialogue with the MinBuZa and other actors from the Dutch civil society to

explore forms of collaboration in the future Masters GLOBED.


Contacts with UNICEF to develop projects within the field of Education and

Development in fragile states.

Maintaining regular meetings with policy makers from the Ministry of Foreign

Affairs (MinBuZa) regarding their areas of intervention in education policy

and programmes. Special collaboration in the field of education in the fragile

states.

Participating in some of the key international conferences in comparative

education and development studies such as the CIES Conference (New

Orleans, March) and the UKFIET (Oxford, September).

Participation in seminars and platforms organised by the global civil society in

education such as Education International, Global Campaign for Education,

Oxfam Novib, etc.

Active advisor for the Global Monitoring Report team for the Consultations

around the post-2015 agenda.

7. Public lectures/events

6a. Farewell lecture for Marjan Kroon on ‘Education, gender and conflict’, Ministry

of Foreign Affairs

Wednesday 23 May 2012, 16:00-17:00

In the context of the farewell of Marjan Kroon at the Ministry of Foreign Affairs,

Hulya Kosar Altinyelken and Mieke Lopes Cardozo gave a lecture on behalf of the IS

Aacdemie research group on ‘Education, gender and conflict’. The lecture aimed at

bringing this important theme - which has been at the core of Marjan Kroon’s work -

into the spotlight of policy-makers at the Ministry.

6b. Research in Progress Seminar, Institute of Social Studies, The Hague

Thursday 24 May 2012, 13:00-14:00

In the context of a Research in Progress seminar, Mieke Lopes Cardozo and Joëtta

Zoetelief presented their ‘paper in progress’ called “Thinking outside the

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(school)box: Bolivian perspectives and practices of intra-/intercultural and

plurilingual education.”1 The Research in Progress seminars, organised weekly by the

Institute of Social Studies, are intended to provide a venue for presentations of on-

going research by scholars. Participating in the seminar allowed, on the one hand,

gaining interesting insights in discussion with scholars and students in the field of

development studies and, on the other hand, disseminating work of the IS Academie.

6c. Public lecture

Thursday 29 November 2012, 19:30-21:15 , De Balie, Amsterdam.

The IS Academie organised a public lecture on the effects of the global-financial crisis

and the new security agenda on international development assistance to education

under the title “Between security and austerity: Development co-operation and

education systems in low income countries.” Main speaker was Mario Novelli, senior

lecturer in international development and education and deputy director of the

Centre for International Education (CIE), University of Sussex, and former

Amsterdam-based IS Academie team member.

The ‘kick-off’ of the evening was a short IS Academie film production, ‘Ramiro

– a teacher’s journey’ by Mieke Lopes Cardozo and Rikjan Scholten. This short (24

minute) documentary tells the story of Ramiro, a Bolivian teacher and taxi-driver

who is determined to leave a life of poverty and discrimination. He is about to finish

his 5-year teacher education programme, a study career he could only pursue with

the financial support of his family and his work as a taxi-driver. There are many

challenges to being a teacher in present day Bolivia - a context of radical social and

political transformations, as is illustrated in the film by the commentaries of Bolivian

academic and education expert Maria Luisa Talavera. This film is an IS Academie

production, produced and directed by Mieke Lopes Cardozo and Rikjan Scholten,

2012. It was produced in the context of a 5 year long research project on teacher

1 Find the abstract of the presentation through the following link:

http://www.eur.nl/english/alumni/alumni_nieuws/detail/article/36782-thinking-outside-the-schoolbox-bolivian-perspectives-and-practices-of-intra-intercultural/


education and social transformation in Bolivia. It is available at the IS Academie

website.

This film production was followed by a lecture of main speaker Mario Novelli,

critically discussing developments at a more meta-level. An engaging discussion

followed. First, two invited discussants gave their reactions to the lecture: Ronald

Wormgoor, strategic policy adviser at the Department for Stabilisation and

Humanitarian Assistance at the Netherlands Ministry of Foreign Affairs; and Lia van

Nieuwenhuijzen, programme manager and education specialist at Save the Children

Netherlands. After, the audience actively participated in a plenary discussion. The

evening was closed with drinks.

The lecture was well-attended with approximately 50 visitors of various

backgrounds including civil society actors, Ministry officials, academics and students.

The complete programme,

presentation and

additional information can

be found on the IS

Academie Education and

International Development

website.2

2 http://educationanddevelopment.wordpress.com/past-events/public-lecture-is-academie-

education-and-international-development/

Figure 2 Public lecture – presenters Mieke Lopes Cardozo, Lia van Nieuwenhuijzen, Ronald Wormgoor and Mario Novelli

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Figure 3 Flyer public lecture. Design: Teatske Sanne Greydanus (http://teatskesanne.nl)


8. Political and societal dialogue

7a. Participation in GCE meetings

23 April 2012, Ministry of Foreign Affairs in The Hague, Mieke Lopes Cardozo

represented the IS Academie and engaged in dialogue at the second Dutch GCE

meeting on the Dutch Education Agenda 2015.

7b. Knowledge Platforms

26 March 2012, Netherlands Embassy in La Paz. Margriet Poppema: “La Educación

Inter/Intracultural en Bolivia y Guatemala: los actores, la participación y los

resultados: Analizando el rol del Estado, las Organizaciones Civiles y los

Donantes/Bancos

3 May 2012, Netherlands Embassy in La Paz. Margriet Poppema Presentation for

educational stakeholders of preliminary results (3 May 2012): Inter- and

Intracultural Reforms in Bolivia and the role of the different actors Reformas

Educativas

13 June 2012, Ministry of Foreign Affairs in The Hague. Jacobijn Olthoff and Mieke

Lopes Cardozo participated in the launch of the five knowledge platforms that

are being established as part of the new knowledge policy (respectively the

working group on SRHR and on Security and Rule of Law).

31 July 2012, Netherlands Embassy in La Paz. Mieke Lopes Cardozo presented the

outcomes of her book ‘Los futuros maestros y el cambio social en Bolivia –

Entre la descolonización y las movilizaciones’, which was published with PIEB

(Programa de Investigación Estratégica en Bolivia) and the University of

Amsterdam in La Paz.

2 August 2012, Feria Internacional del Libro La Paz. Mieke Lopes Cardozo presented

her book ‘Los futuros maestros y el cambio social en Bolivia – Entre la

Descolonización y las movilizaciones’, including a discussion on the study by

Anke van Dam (head of development cooperation of the Netherlands

Embassy in La Paz), Godofredo Sandobal (director of PIEB) and Ramiro

Cuentas (general director of secondary education of the Bolivian Ministry of

Education).

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22 November 2012, The Hague Institute for Global Justice. Mieke Lopes Cardozo

joined the working group on ‘the comprehensive approach’ of the Knowledge

Platform Security and Rule of Law.

7c. Cooperation IS Academie EID and Embassy of the Netherlands, La Paz, Bolivia

In the year 2012, the IS Academie EID continued to closely cooperate with the

Embassy of the Netherlands in La Paz, Bolivia. In earlier years, 2007-2011,

educational expert of the Embassy, Anke van Dam, performed as local supervisor of

the doctoral research of IS Academie member Mieke Lopes Cardozo on future

teachers and social change in Bolivia. In 2012 (March/April) IS Academie team

member Margriet Poppema received support from the Embassy in executing

research in Bolivia on ‘Changing governance of education, analysing the role of the

state, donors and civil forces in the intercultural education reform in Bolivia and

Guatemala’. In addition, Margriet Poppema presented research findings to the

Embassy. Furthermore, a number of students of the master IDS at the UvA (Camilla

Pesce (2011), Joëtta Zoetelief (2012)) worked as intern for the Embassy in La Paz.

Students presented their (preliminary) results of research to the Embassy. In

addition, students assisted in tasks at the Embassy and participated in meetings,

such as of the Workgroup in Education (Mesa de Trabajo en Educación), a platform

which includes various organisations active in the field of Education & Development

in Bolivia and meetings of the Embassy with MFS organisations working in Bolivia.

Mieke Lopes Cardozo presented the outcomes of her book ‘Los futuros maestros y el

cambio social en Bolivia – Entre la descolonización y las movilizaciones’, in July at the

Embassy, who assisted in organizing a debate with civil society and government

actors.

These close connections between the IS Academie EID and the Embassy of the

Netherlands in La Paz, Bolivia contribute to bridging the gap between academic

research and policy/practice. On the one hand, the IS Academie EID benefited from

knowledge of staff at the Embassy in La Paz, Bolivia, who are familiar with the

research context and gained access to a diverse network of actors active in the field


of education and international development in Bolivia. On the other hand, the IS

Academie EID disseminated research findings to policy/practice.

9. Publications – research output

The IS Academie Education and International Development is becoming more and

more an internationally recognised reference centre in the field of Education and

International Development Studies. A number of high quality research activities

undertaken during the last seven years are being published in reference journals and

have also been useful for policy makers working in national and international aid

agencies. Below is an overview of what IS Academie members have published in

2012.

8a. Articles in refereed journals

Bonal, X. (2012) Education policy and school segregation in Catalonia: the politics of

non-decision making. Journal of Education Policy, 27: 401-421.

Bonal, X. & Tarabini, A. (2013) The role of PISA in shaping hegemonic educational

discourses, policies and practices: the case of Spain. Research in Comparative

and International Education (forthcoming)

Bonal, X. & Tarabini, A. (2013) De la educación a la educabilidad: una aproximación

sociológica a la experiencia educativa del alumnado en situación de pobreza.

Praxis sociologica. (forthcoming)

Verger, A. & Bonal, X. (2012) La emergencia de las alianzas público-privado en la

agenda educativa global: Nuevos retos para la investigación educativa.

Profesorado. Revista de curriculum y formación del profesorado, vol 16, n. 3.

(Sept-Dec. 2012).

Bonal, X. & Tarabini, A. (2012) El derecho a la educación y las desigualdades

educativas. Cuadernos de Pedagogía, n. 425, pp. 10-15.

Tarabini, A. & Bonal, X. (2012) El concepto de educabilidad: una nueva forma de

entender la relación entre educación, pobreza y desigualdad. Cuadernos de

Pedagogía, n. 425, pp. 16-21.

Lopes Cardozo, M. T. A. (2012), Turbulence in Bolivia’s Normales: Teacher education

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as a socio-political battle field. Prospects – Quarterly Review of Comparative

Education, Online publication November 2012, journal publication March 2013.

Lopes Cardozo, M. T. A. (2012) Transforming pre-service teacher education in Bolivia:

from indigenous denial to decolonisation? Compare, Special issue edited by S.

Aikman on Indigenous Knowledges and Education, 42(5), September 2012.

8b. Book chapters

Altinyelken, H.K. (2012) A Converging Pedagogy in the Developing World? Insights

from Uganda and Turkey. In: A. Verger, M. Novelli & H.K. Altinyelken (Eds.)

Global Education Policy and International Development: New Agendas, Issues

and Policies. London: Continuum.

Altinyelken, H.K. & Akkaymak, G. (2012) Curriculum change in Turkey: Some critical

reflections. In: K. Inal & G. Akkaymak (Eds.) Neoliberal Transformation of

Education in Turkey. Political and Ideological Analysis of Educational Reforms in

the Age of the AKP. New York: Palgrave Macmillan.

Bonal, X., Tarabini A., & Rambla X. (2012) Conditional cash transfers in education for

development: emergence, policy dilemmas and diversity of impacts. In: A.

Verger, M. Novelli, H. Kosar- Altinyelken (Eds.) Global Education Policy and

International Development: New Agendas, Issues and Programmes. London:

Continuum

Lopes Cardozo, M. T. A. (2012), Decolonising Bolivian education: Ideology versus

reality. In: T. G. Griffiths and Z. Millei (Eds.), Logics of Socialist Education:

Engaging with Crisis, Insecurity and Uncertainty. Dordrecht: Springer.

Novelli, M. & Lopes Cardozo, M. T. A. (2012), Globalizing Educational Interventions

in Zones of Conflict: The Role of Dutch Aid to Education and Conflict. In: Verger,

A., M.Novelli and H. Kosar Altinyelken (Eds.), Global Education Policy and

International Development: New Agendas, Issues and Policies, London:

Continuum.

Poppema, M.F. (2012) School-based management in post conflict Central America:

Undermining civil society and making the poorest parents pay. In: A. Verger, M.

Novelli, H. Kosar- Altinyelken (Eds.) Global Education Policy and International


Development: New Agendas, Issues and Programmes (pp. 167-188). London:

Continuum.

Santos, R. E. dos & Soeterik, I. M. (2012) Ethnic/Racial Diversity and Education

Policy: the Role of the Black Movement and Multi-Scalar Processes within the

Public Agenda in Brazil. In: A. Verger, M. Novelli, and H. Kosar Altinyelken (Eds.),

Global Education Policy and International Development: New Agendas, Issues

and Policies. London: Continuum.

Verger, A. & Bonal, X. (2012) “All things being equal?” Policy options, shortfalls and

absences in the World Bank Education Sector Strategy 2020. In Klees, S., J.

Samoff, and N. Stromquist (Eds.) World Bank and Education: Critiques and

Alternatives. Rotterdam: Sense.

Verger, A., Novelli. M. & Altinyelken, H.K. (Eds.) (2012) Global Education Policy and

International Development: An Introductory Framework. In: A. Verger, M.

Novelli & H.K. Altinyelken (Eds.) Global Education Policy and International

Development: New Agendas, Issues and Policies. London: Continuum.

8c. Books – Monographs

Bonal, X. (2012) Education for international development: which sociology to bring

into de field? Inaugural lecture delivered upon accession to the office of

Hoogleraar Politicologie at the University of Amsterdam.

http://www.oratiereeks.nl/upload/pdf/PDF-1903Weboratie_Bonal.pdf

Bonal, X. (dir.) (2012) Municipis contra la segregació escolar. Sis experiències de

política educativa local. Barcelona: Fundació Jaume Bofill. Col·lecció Polítiques,

n. 78.

Lopes Cardozo, M. T. A. (2012), Los futuros maestros y el cambio social en Bolivia –

Entre la descolonización y las movilizaciones, PIEB (Programa de Investigación

Estratégica en Bolivia) & Universiteit van Amsterdam, La Paz.

22 Report 2012

8d. Edited Volumes

Verger, A., Novelli. M. & Altinyelken, H.K. (Eds.) (2012) Global Education Policy and

International Development: New Agendas, Issues and Policies. London:

Continuum.

8e. Professional publications and reports

Altinyelken, H.K. & Du Bois-Reymond (2012) Early selection and education of the

migrants in the Netherlands: A critical discourse analysis. GOETE project.

Amsterdam: University of Amsterdam.

du Bois-Reymond, M., Altinyelken, H. K., Stauber, B., Svab, A., Ule, M., Živoder, A. &

Parreira do Amaral; M. (2012) Governance of Educational Trajectories in Europe.

Comparative analysis case studies. GOETE Working Paper. Tübingen: University

of Tübingen/Amsterdam: University of Amsterdam/Ljubljana: University of

Ljubljana/Frankfurt: University of Frankfurt.

Verger, A. (coordinator), Rambla, X., Bonal, X., Bertomeu, N., Fontdevila, C., García-

Alba, A., Acebillo, M., Edwards, B., Talavera, C., van Koolwijk, T., Civil Society

Education Fund. Evaluation Report.

http://www.campaignforeducation.org/docs/csef/CSEFev_FINAL_REPORTv4_co

mplete.pdf

10. International conferences

In 2012, the IS Academie members have participated in various international

conferences.

Altinyelken, H.K. Teachers’ principled resistance to curriculum change: A

compelling case from Turkey. Paper presented at the 56th Annual Meeting of

the Comparative and International Education Society, April 22 – 27 2012, San

Juan, Puerto Rico.

Altinyelken, H.K. The complexities and challenges of educational transitions:


Insights from local case studies in Europe. Paper presented at the 23rd

German Society for Educational Sciences Conference. 12-14 March 2012,

Osnabruck, Germany.

Bonal, X. Citizenship, social cohesion and the role of schooling. Lecture delivered at

the international seminar: Educaçao para a cidadania participatória em

sociedades em transiçao, Univeridad de Oporto. Oporto, 12-13 October 2012.

Bonal, X. Are PPPs the magic bullet? A research framework of market failure in

education reform (with Antoni Verger), European Conference on Educational

Research (ECER 2012). Cádiz, 18-21 September 2012.

Bonal, X . Globalisation, development and the privatisation of Education: the

emergence of PPPs and new challenges for educational research. Paper

presented at the XVI Conferencia de Sociología de la Educación. Oviedo, 12-13

July 2012.

Bonal, X. The right to education and educational inequalities. Lecture delivered at

Summer School Course Amenazas y fortalezas de la escuela pública en el Estado

de Bienestar. XXXI Cursos de Verano de la UPV. San Sebastián, 4-6 July 2012.

Bonal, X. Globalisation and privatisation in education: challenges for

educational research in developing countries. Paper presented at CERES

Summer School, 25-26 June 2012, University of Amsterdam.

Bonal, X. Globalisation and privatisation in education: challenges for educational

research in developing countries. Paper presented at CERES Summer School, 25-

26 June 2012, University of Amsterdam.

Lopes Cardozo, M.T.A. Los futuros maestros y el cambio social en Bolivia – Entre la

descolonización y las movilizaciones. Presented at CLACSO conference, 18-20

June, Santiago de Chile.

Lopes Cardozo, M.T.A. & Hoeks, C.C.M.Q. Is peace education losing ground? Paper

presented at the CERES Summer School, 25-26 June 2012, University of

Amsterdam.

Lopes Cardozo, M.T.A. & Hoeks, C.C.M.Q. A critical analysis of teachers’ agency for

peace education in (post-) conflict Sri Lanka. Paper presented at Development

Dialogue Conference, 8-9 October, Institute of Social Studies (ISS), The Hague.

24 Report 2012

Lopes Cardozo, M.T.A. & Zoetelief, J.M. Thinking outside the (school)box – Bolivian

perspectives and practices of intra-/intercultural and plurilingual education.

Paper presented at CERES Summer School, 25-26 June 2012, University of

Amsterdam.

Lopes Cardozo, M.T.A. & Zoetelief, J.M. Thinking outside the (school)box – Bolivian

perspectives and practices of intra-/intercultural and plurilingual education.

Paper presented at CESE Conference, 18-21 June 2012, in Salamanca, Spain.

Lopes Cardozo, M.T.A. & Zoetelief, J.M. Co-organised two panels ‘Futures of

Education and Development Part I and II: 1) Panel I: Education Forces in Latin

America and 2) Panel II - Peace, Conflict and Security, for the CERES Summer

School, 25-26 June 2012, University of Amsterdam.

Novelli , M. & Lopes Cardozo, M. T. A. Co-organised workshop on Education,

securitization and development, UKFIET student conference, 12 October 2012,

Institute of Education, London.

Poppema, M. The inter/intracultural education reforms in Bolivia and Guatemala:

Analysing the changing interaction between the state, civil society organizations,

the banks and other donors. Paper presented at CERES Summer School, 25-26

June 2012, University of Amsterdam.

Soeterik, I. Social movements and alternative education strategies: the case of the

Black Movement in Brazil. Paper presented at CERES Summer School, 25-26

June 2012, University of Amsterdam.

11. Other dissemination initiatives: Blog and Facebook

The Education and Development website (launched in 2008) continues to fulfil an

important role in dissemination of information on the IS Academie and outputs,

including individual member pages, publications and master theses and information

on past and future events. The lay-out has been updated in line with the designs

provided by a creative designer and contents of the website have been updated.

In 2012, the Blog continued to be widely used as reference resource in the

field of education and international development and, after a significant increase in


Figure 5 Number of visits Education and Development Blog in table, retrieved January 27 2012

number of visits in 2011, the number of visits remains on a relatively high level in the

year 2012, as illustrated in Figures 4 and 5.

In addition, in October 2012, the Education and International Facebook page

was launched. The Facebook page provides regular updates on current issues,

debates, publications and events in relation to education and international

development and provides a forum for students, alumni, researchers and

practitioners to share and discuss these issues. While the blog remains to be a space

for sharing more content wise information on who we are and what we do, the

Facebook page can be a forum to connect with a wider community in a more direct

way.

https://www.facebook.com/educationandinternationaldevelopment

Figure 4 Number of visits Education and Development Blog in graph, retrieved January 27 2012

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