The Rationalization of Educational Development: Scientific Activity among International Nongovernmental Organizations
The Rationalization of Educational Development: Scientific Activity among International Nongovernmental Organizations
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教育发展的合理化：国际非政府组织的科学活动
DOI：
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发表时间：
2010
影响因子：
1.8
通讯作者：
Patricia Bromley
中科院分区：
文献类型：
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作者：
Patricia Bromley
教育发展组织和相关的全球运动在二十世纪出现并扩大。今天，教育发展领域的大多数活动都以一种科学观为特征，即可以使用可衡量和可推广的知识来改变学校教育，其大多数领导人认为，专家可以在不同的背景下将这种知识传播到国际上。现在，希望成为有资格证书的国际发展专家的个人可以获得大学一级的证书，一批专业人员接受了将学术研究程序应用于教育发展的培训。因此，科学的教育发展方法在现代世界获得了极大的合法性。从事科学、专家和知识活动的组织和专业人员已成为一支强大的国际力量，并日益成为影响全球教育发展政策和实践的关键参与者，这从全民教育运动以及国际考试计划中制定的全球基准中可见一斑。在本文中，我分析了从事科学、专家和知识活动的国际非政府组织(INGO)的特点。尽管科学活动在当代世界具有巨大的影响力，但我们对哪些组织从事科学活动，以及哪些类型的组织回避甚至拒绝科学活动知之甚少。这样的INGO通常总部设在西方国家还是总部设在世界各地？科学活动是否与教育发展的其他慈善和服务提供方式兼容？关于通过参与科学的、合理化的活动来影响全世界教育发展的是什么类型的组织，人们知之甚少。教育发展非政府组织可以被定义为那些寻求改善发展中国家教育的组织。它们既不是政府机构，也不是营利性机构，而且它们与不止一个国家有联系。一个突出的例子是孟加拉国农村促进委员会(BRAC)，它主要在孟加拉国运作，在阿富汗为辅，这两个国家都有
Educational development organizations and related global movements emerged and expanded during the twentieth century. Today, most activities in the educational development field are characterized by a scientific outlook that schooling can be transformed using measurable and generalizable knowledge, and most of its leaders believe that experts can transport this knowledge internationally across diverse contexts. University-level certificates are now available for individuals who wish to become credentialed international development experts, and a cadre of professionals has been trained to apply the procedures of academic research to educational development. Scientific approaches to educational development have thus acquired great legitimacy in the modern world. The organizations and professionals pursuing scientific, expert, and knowledge-based activities have become a powerful international force and are increasingly the key players shaping global policies and practices in educational development, as evident from the global benchmarks laid out in the Education for All movement, as well as in international testing programs. In this article, I analyze the characteristics of international nongovernmental organizations (INGOs) that pursue scientific, expert, and knowledgebased activities. Although scientific activities are immensely influential in the contemporary world, we have a poor understanding of which organizations engage in scientific activities and what types of organizations avoid or even reject them. Are such INGOs usually based in Western countries or headquartered worldwide? Are scientific activities compatible with alternative charitable and service provision approaches to educational development? Little is known about the types of organizations that are shaping educational development worldwide through their engagement in scientific, rationalized activities. Educational development INGOs can be defined as those seeking to improve education in developing countries. They are neither government nor for-profit agencies, and they have ties to more than one country. One prominent example, the Bangladesh Rural Advancement Committee (BRAC), operates primarily in Bangladesh and secondarily in Afghanistan, both coun