The work of international organizations: ten theoretical approaches and a way forward

Abstract

International organizations are central to the field of education, and particularly to the field of global education policy. However, scholars in the field of education often do not bring theory to bear to explain the way these international organizations work—meaning what they do, their behavior, how they operate, and why. Consequently, the purpose of this entry is, first, to characterize a range of theoretical options for understanding the work of international organizations. In addressing the first goal, 10 approaches are characterized that have, at times, been used by scholars of comparative and international education. These 10 approaches are: World Culture Theory, international political economy, cultural political economy, international relations/global governance, historical and sociological institutionalism, principal-agent theory, institutional entrepreneurship, policy streams, organizational legitimacy, and science and technology studies. The characterization of each approach is followed by examples of their application. Examples focus on multilateral organizations such as the European Union; the Organization for Economic Cooperation and Development (OECD); the United National Education, Science, and Culture Organization (UNESCO); the United Nations Children's Fund (UNICEF), and the World Bank. The second purpose of this entry is to argue for the benefits of a particular approach—known as the circuits of power model—that is seen as advantageous in that it brings together and extends the benefits of these other approaches. It is hoped that this entry can serve as a resource for those interested in international organizations, a resource that fills a gap in the existing literature by clarifying and bringing together in one place multiple options for theoretically approaching the work of international organizations.