Decolonising the understanding in an MoU: A study of Kathmandu University's Transnational university partnerships through the lens of the MoU

政策和文献要求以理想和具体的方式制定全球南方和北方教育促进发展行动者之间的关系。这包括但不限于全球和国家政策和程序制定、机构伙伴关系和能力发展以及研究。然而，现实往往是非常不同的，这些理想的约定充其量是表演性的，因为全球鸿沟两侧的从业者都在行动，串通起来保护和隐瞒既有的、熟悉的现状机制。这些行动受到多层因果影响的驱动，这些影响位于双方复杂的文化、历史和社会环境中。这位博士使用批判现实主义的视角来探索三个经验案例，并对它们进行评估，以反对发展实践的现实在文献中没有得到充分的理解或表现，研究的建议在实践中没有得到适当的认可或实施。

Policy and literature dictate that relationships between actors of education for development in the global south and north are enacted in ideal and specific ways. This includes, but is not limited to, global and national policy and process development, institutional partnership and capacity development, and research. However the realities are often very different and these ideal engagements are performative at best, as practitioners on both sides of the global divide act and collude to protect and conceal the established and familiar mechanisms of a status quo. These actions are motivated by multiple layers of causal influence, situated in complex cultural, historical and social environments on both sides.This PhD uses a critical realist lens to explore three cases of experience and assess them against the assertion that the realities of development practice are not sufficiently understood or represented in literature, and the recommendations of research are not properly recognised or enacted in practice.