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ERIC Number: EJ1033486
Record Type: Journal
Publication Date: 2014-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 30
ISSN: EISSN-1740-2743
International Financial Institution Policies of Conditionality and Public Pedagogy
MacPhail, Scott; McGray, Robert
Journal for Critical Education Policy Studies, v14 n1 p411-428 Feb 2014
Conditionalities are most broadly defined as the provisos that are to be met by a country when borrowing money from the International Financial Institutions (IFIs). Increasingly, they have proven to have far reaching consequences for countries entering into agreements with The World Bank, the International Monetary Fund, and the World Trade Organization. These consequences are often mistakenly believed to be primarily financial. Instead, research that has started to address conditionalities suggests that the ramifications of accepting conditionalities have had profound consequences on education and learning. Given the impetus behind the development and propagation of these policies, this paper attempts to trace the effects of conditionalities on education. After tracing the history of the development of this specific policy tool, we argue that it is the complex mechanisms of debt inherent in policies of conditionality that have obscured the understanding of the connection between this form of social policy and education.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A