Conflict-Affected Contexts and Emergence of Global Education Policy

Abstract

This chapter addresses education reform in conflict-affected settings and discusses the ways in which such reform can be influenced—and then elsewhere leveraged — by international organizations. In so doing, I will argue not only that conflict-affected settings are particularly susceptible to international influence, but, more broadly, that conflict affected settings can serve—indeed, have served—as an important “blind spot” where certain kinds of reforms are inscribed and then promoted by international organizations that must “sell” policies to sustain their raison d’etre (Santos, 2007).