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Educating for Prosperity:An Historical Analysis of Education as the Panacea for Poverty Open Access

Descriptions

Other title
Subject/Keyword
Education, poverty, development, World Bank, Interamerican Development Bank, Latin America, Mexico
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Ocampo Gomez, Elizabeth
Supervisor and department
Dr. Dean E. Neu, University of Calgary
Dr. José L. da Costa, Educational Policy Studies
Examining committee member and department
Dr. Frank Peters, Educational Policy Studies
Dr. Ali A. Abdi, Educational Policy Studies
Dr. Carlos A. Torres, Education, University of California LA
Dr. George H. Richardson, Secondary Education
Department
Department of Educational Policy Studies
Specialization

Date accepted
2009-06-02T14:53:22Z
Graduation date
2009-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Policy emphasis on education as a medium to alleviate poverty and to achieve development is this thesis’s topic. Long enforcement of this approach has led us not only to believe in the education-for-prosperity link, but also to reproduce it and create a social system that works in line with it. This study explored this approach as conceived by key international financial institutions—the World Bank and the Inter-American Development Bank—and by a specific nation-state—Mexico. An historical analysis was conducted of 29 documents from 1960, when these banks first became involved in policy making and funding of education projects worldwide, to the present time. They were chosen because of their relevance in effecting concrete practices in the education sector. A constructivist grounded theory approach was used to read, analyze, and identify relevant categories within them. A content analysis methodology was also used to study the treatment of the concepts of education and poverty over time by the two banks and Mexico. This study contributes to a deeper understanding of how educational policies came to be. The study of the banks revealed that the link between education and poverty occurred at the end of the 1980s. This link was strengthened by a shift of focus from the nation to the individual, which facilitated the education-for-poverty objectives. The study of Mexico suggests that international policies influenced national education policies; Mexico adopted the same perspective during the 1990s, a decade later than the banks. Despite the strength and acceptance of education for prosperity, it is still a social construct of our creation and reproduction. The key recommendations are (a) to develop further understanding and appreciation of the noneconomic side of education; (b) to distance education from economic and neoliberal principles that belittle its humanistic side; (c) to consider that education, our way of conceiving it, and our practice is a social construct that can be challenged and changed; and (d) to seek a type of education that truly fosters equity and equality.
Language
English
DOI
doi:10.7939/R3TK6F
Rights
License granted by Elizabeth Ocampo Gomez (eocampo@ualberta.ca) on 2009-06-01T19:44:56Z (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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