Abstract
The purpose of this article is to build a series of frameworks for understanding social and educational changes that have the potential to inform the preparation of future international development education scholars and practitioners. It begins with a description of the main trends driving contemporary development education. This is followed by a discussion of the post-2015 directions reflected in international educational policy declarations generated by United Nations agencies. The positivist conceptual underpinnings of international educational development trends are identified and linked to their historical roots in the field of comparative and international education, with specific reference to the early work of Rolland Paulston. A framework drawing on functional perspectives is developed to enhance understanding of international education reform and then used to examine international teacher education. A shift from mostly static to a dynamic framework is illustrated with the introduction of a Tai-Ji model. The article concludes with a discussion of implications for international development scholars and practitioners as well as for funding agencies and policymakers seeking to improve educational systems.
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