Abstract
ABSTRACTTransnational multi-stakeholder partnerships (MSPs) are proliferating in the domain of education and development. This paper intervenes in scholarly discussions on such partnerships by pondering what post-foundational political thought might add. It is argued that both liberal and critical literature, albeit from very different viewpoints, tend to foreground order and stability. Drawing on post-foundational political theory, and a case study of the Global Partnership for Education, the present paper explores transnational MSPs in education as incomplete hegemonic projects. By bringing attention to fissures and disruptions, the paper exposes how the absent ground of ‘the political’ ultimately haunts the stability of partnerships.
Highlights
Multi-stakeholder partnerships (MSPs), cutting across the traditional public/private binary, are becoming commonplace in the domain of education and beyond
Drawing on post-foundational political theory, and an in-depth empirical case study of the Global Partnership for Education (GPE), this paper aims to explore transnational multi-stakeholder partnerships (MSPs) as incomplete hegemonic projects
As we have argued at length elsewhere (Knutsson and Lindberg 2017), it is important to be attentive to mundane, everyday political struggles and articulations of adversarial we-they relationships, in order for the political to surface
Summary
Multi-stakeholder partnerships (MSPs), cutting across the traditional public/private binary, are becoming commonplace in the domain of education and beyond. In addition to this, different kinds of written material is undoubtedly important for our purpose here since, as argued by Mouffe (2013, 143), media is one of the important terrains where political subjectivity is articulated today (see Macgilchrist 2016) Guided by these ontological, theoretical and conceptual tenets derived from post-foundational political thought, we will turn to an exploration of the empirical case of the GPE. While much of the existing literature on MSPs in education, liberal and critical alike, tend to foreground stability and order, our study shows, in line with post-foundational political thought, that attentiveness to disruptions in the ordinary workings of such partnerships can help expose their absent ground
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