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The Politics of Linking Educational Research, Policy, and Practice: The Case of Improving Educational Quality in Ghana, Guatemala and Mali 1 MARK GINSBURG, DON ADAMS, THOMAS CLAYTON, MARTHA MANTILLA, JUDY SYLVESTER and YIDAN WANG ¤ ABSTRACT This paper examines the political dimension of the educational research undertaken by Ghanian, Guatemalan, and Malian teams as part of the 1991 to 1996, USAID-funded “Improving Educational Quality” (IEQ) project. The following questions are addressed: (a) why were (or were not) aspects of the educational reforms studied by the researchers; (b) why were (or were not) research ndings used in decision-makingabout the educational policies and practices associated with the reforms; and (c) why were particular institutional arrangements and funding levels constituted for the research and dialogue activity. In offering answers to these questions, attention is paid to local, national, and global power relations and resource distributions. Introduction D URING THE LATTER two decades of the twentieth century the global economy has been radically reorganized through actions of multinational corpora- tions, multilateral organizations (e.g., the World Bank and the International Mon- etary Fund), and national governments, particularly the United States (see Braun 1997). Paralleling the dissolution of the Soviet Union and the
International Journal of Comparative Sociology (in 2002 continued as Comparative Sociology) – Brill
Published: Jan 1, 2000
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