The World Bank as a Development Teacher

The World Bank as a Development Teacher Global Governance 22 (2016), 409–426 The World Bank as a Development Teacher Adrian Bazbauers The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training pro- grams. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Develop- ment Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have oper- ated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular under- standings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms. Keywords: World Bank, training, norms. By taking seriously what the [World] Bank does and says, I learned that one of the Bank’s greatest accomplishments has been to make its worldview, its development framework, and its data sets the ones that people http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Global Governance: A Review of Multilateralism and International Organizations Brill

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Publisher
Brill
Copyright
Copyright © Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1075-2846
eISSN
1942-6720
DOI
10.1163/19426720-02203007
Publisher site
See Article on Publisher Site

Abstract

Global Governance 22 (2016), 409–426 The World Bank as a Development Teacher Adrian Bazbauers The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training pro- grams. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Develop- ment Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have oper- ated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular under- standings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms. Keywords: World Bank, training, norms. By taking seriously what the [World] Bank does and says, I learned that one of the Bank’s greatest accomplishments has been to make its worldview, its development framework, and its data sets the ones that people

Journal

Global Governance: A Review of Multilateralism and International OrganizationsBrill

Published: Aug 19, 2016

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