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The deployment of internally displaced teachers (DR Congo): A “real governance” approach
ARTICLE

International Journal of Educational Development Volume 66, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Through qualitative research in the Democratic Republic of Congo, this article explores the deployment of internally displaced teachers. Rather than understanding deployment as a technical matter, the article uses a “real governance” approach to analyse teacher deployment. It reveals how education is organized during displacements and why teachers return to their villages after displacements. The article argues that state actors with weak capacities in service delivery can be able to exert influence over public school teachers, even in remote conflict-affected zones. It makes this influence palpable through an analysis of concrete practices and relations. The article concludingly questions the appropriateness of the concept of resilience and reflects about the implications of the analysis for policy-makers.

Citation

Brandt, C.O. (2019). The deployment of internally displaced teachers (DR Congo): A “real governance” approach. International Journal of Educational Development, 66(1), 147-154. Elsevier Ltd. Retrieved May 20, 2019 from .

This record was imported from International Journal of Educational Development on March 15, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2018.10.006

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