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Permanent link (DOI): https://doi.org/10.7939/R3VK9W

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Educational policy and INGOs in Ethiopia: contestations and prospects for decolonization Open Access

Descriptions

Other title
Subject/Keyword
Educational policymaking
International non-governmental organizations
Ethiopia
recolonization
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Pillay, Thashika
Supervisor and department
Abdi, Ali A. (Educational Policy Studies)
Examining committee member and department
Abdi, Ali A. (Educational Policy Studies)
Johnston, Ingrid (Secondary Education)
Kapoor, Dip (Educational Policy Studies)
Department
Department of Educational Policy Studies
Specialization

Date accepted
2011-08-22T21:02:24Z
Graduation date
2011-11
Degree
Master of Education
Degree level
Master's
Abstract
Educational policymaking in Ethiopia is considered to be the designation of government. However, numerous stakeholders play a role in the process; the most prominent are INGOs. This research develops a critical understanding of the role of INGOs in the policymaking process. Findings suggest that within the development context 1) Ethiopia continues to be seen as in need of development; 2) Ethiopian knowledge systems are marginalized as emphasis is placed on Euro-American knowledges; 3) the role of local communities in the decision-making process is a source of conflict; 4) concerns regarding the perceived equality between North and South persist; and 5) historical colonization and recolonization has inculcated among Ethiopians a disassociation from traditional ways of living and knowledges. The findings demonstrate that while INGOs are given space at the policymaking table as the voices of the grassroots, INGOs working in Ethiopia speak not for the grassroots but for a privileged few who constitute the Ethiopian elite.
Language
English
DOI
doi:10.7939/R3VK9W
Rights
License granted by Thashika Pillay (pillay@ualberta.ca) on 2011-08-18T18:03:01Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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