Community participation in international development education quality improvement efforts: current paradoxes and opportunities

This paper is a summary of the research conducted during the development and design of Rural Access To Education Through Digital Media, a pilot education technology project in Tipling, Nepal. Beginning with an analysis of the relevant socioeconomic factors affecting school attainment nationally and those affecting Tipling in particular; the current challenges to formal and informal education are identified. The considerable potential of digital media and ICTs to address long-standing issues of access to both childhood and adult learning and thereby contribute to international development and education reform efforts are explored. Key project considerations and challenges are discussed along with project outcomes. Keywords: ICTs, Rural Education, Literacy, International Development, Education Technology

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Chapter I: The Context of International Development Education

Review of Educational Research ◽

10.3102/00346543038003201 ◽

1968 ◽

Vol 38 (3) ◽

pp. 201-212 ◽

Cited By ~ 1

Author(s):

Seth Spaulding ◽

John Singleton ◽

Paul Watson

Keyword(s):

International Development ◽

Development Education ◽

International Development Education

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Denaturalizing Settler-Colonial Logics in International Development Education in Canada

Unsettling Eurocentrism in the Westernized University ◽

10.4324/9781315162126-7 ◽

2018 ◽

pp. 100-115

Author(s):

Trycia Bazinet

Keyword(s):

International Development ◽

Development Education ◽

International Development Education

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Rural access to education through digital media

10.32920/ryerson.14664261.v1 ◽

2021 ◽

Author(s):

Bezayit Menker

Keyword(s):

Education Reform ◽

International Development ◽

Digital Media ◽

Informal Education ◽

Education Technology ◽

Access To Education ◽

Development Education ◽

Factors Affecting ◽

International Development Education ◽

Rural Access

This paper is a summary of the research conducted during the development and design of Rural Access To Education Through Digital Media, a pilot education technology project in Tipling, Nepal. Beginning with an analysis of the relevant socioeconomic factors affecting school attainment nationally and those affecting Tipling in particular; the current challenges to formal and informal education are identified. The considerable potential of digital media and ICTs to address long-standing issues of access to both childhood and adult learning and thereby contribute to international development and education reform efforts are explored. Key project considerations and challenges are discussed along with project outcomes. Keywords: ICTs, Rural Education, Literacy, International Development, Education Technology

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Closing Notes

Hungry Translations ◽

10.5622/illinois/9780252042577.003.0006 ◽

2019 ◽

pp. 241-258

Author(s):

Richa Nagar ◽

Sangtin Kisan Mazdoor Sangathan ◽

Parakh Theatre

Keyword(s):

Comparative International Development ◽

International Development ◽

University Of Minnesota ◽

Development Education ◽

Doctoral Candidate ◽

International Development Education ◽

And Behavior ◽

The University

The Closing Notes are co-authored by Richa Nagar with Siddharth Iyengar and Sara Musaifer, two of the 27 participants who immersed themselves in the first two semesters of the teaching of 'Stories, Bodies, Movements' at the University of Minnesota. Iyengar is a doctoral candidate in Department of Ecology, Evolution and Behavior and Sara Musaifer is pursuing her Ph.D. in Comparative International Development Education. This co-authorship of the closing notes embodies the anti-disciplinary and anti-hierarchical vision and ongoing nature of the project of hungry translations. Through reflections on their own unlearning and relearning processes during the making of two plays in class, 'Re/telling Disappearing Tales' (Spring 2017) and 'Fractured Threads' (Fall 2017), the three authors collectively re-enact, in a radically vulnerable mode, the key arguments of the book.

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