International organizations’ discourse
We analyze the extent to which some of the goals in the International Agenda 2030 (SDGs) are relevant in national contexts, and the extent to which they can be operationalized to improve the quality of education. Our research focuses particularly on West African countries.
We also address the discourse of very influential international organizations around the right to education, and in particular privatization/commercialization of education, and how states are reappropriating (or not) this discourse.
- Relevance of Global Citizenship Education (SDG 4.7) in West Africa (2020-2021)
- International organizations’ discourse on the involvement of the private sector in education (2020-2022)
Profiles and practices of actors in international cooperation
We are also interested in the profiles and practices of international cooperation actors based in both the North and the South. We approach this topic by highlighting the dynamics at stake (power relations, negotiations, resistance, contradictions, etc.). We see in particular how the criticisms of cooperation, such as the lack of ownership and coordination, which have been the subject of declarations (Paris, Accra…), have been taken into account.
Ongoing research:
- Practices of Swiss international education cooperation organizations based in West Africa (2020)
PUBLICATIONS
- Lauwerier, T. & Akkari, A. (2019). Construire et mettre en oeuvre un projet de coopération internationale en éducation. Lyon : Chronique sociale.
- Lauwerier, T. (2020). Global Citizenship Education in West Africa: A Promising Concept? In A. Akkari & K. Maleq (Ed.), Global Citizenship Education. Critical and International Perspectives (pp. 99-109). Cham: Springer.
- Lauwerier, T. (2020). L’éducation de base en Afrique de l’Ouest: quelles potentialités de l’approche de Freire? L’éducation en débats: analyse comparée, 10(1), 84-100.
- Lauwerier, T., & Locatelli, R. (2019). L’influence des organisations internationales sur les politiques éducatives nationales. Des intentions aux retraductions : quelles dynamiques ? L’éducation en débats : analyse comparée, (9).
- Lauwerier, T. (2019). Profils et pratiques des acteurs de la coopération internationale en éducation. le cas des coopérants basés en suisse. Genève: Université de Genève.
- Lauwerier, T. (2018). What education for what development? Towards a broader and consensual vision by the OECD, UNESCO and the World Bank in the context of SDGs? Academia.
- Akkari, A., & Lauwerier, T. (2018). Repenser la question des résultats d’apprentissage dans les pays du Sud. Les annales scientifiques de l’Université Alexandru Ioan Cuza. Série Sciences de l’Education, XXII, 59-84.
- Lauwerier, T. (2018). [Review of:] Handbook of global education policy / Karen Mundy, Andy Green, Bob Lingard, and Anthony Verger. Compare, 48(1), 166-167.
- Lauwerier, T. (2017). L’éducation au service du développement. La vision de la Banque mondiale, de l’OCDE et de l’UNESCO. Education en débats : analyse comparée, 8, 43-58.
- Lauwerier, T. (2017). Rethinking World Bank influence on national basic education policy in Francophone West Africa. Teacher policy in Mali and Senegal from 1980 to 2010.
- Akkari, A., & Lauwerier, T. (2015). The education policies of international organizations: Specific differences and convergences. PROSPECTS, 45(1), 141-157.
- Lauwerier, T., & Akkari, A. (2013). Quelles approches pour réformer le curriculum et l’école en Afrique ? Constats et controverses. Revue Africaine de Recherche en Education, (5), 55-64.
- Lauwerier, T. (2013). Review of ‘The World Bank and Education. Critiques and Alternatives’ by Klees, S.J., Samoff, J. Stromquist, N.P. (eds.). Education Review, (16).
- Lauwerier, T. (2013). L’influence de la Banque mondiale sur les politiques d’éducation de base en Afrique de l’Ouest francophone: les cas du Mali et du Sénégal de 1980 à 2010. Université de Genève. Thèse.
- Lauwerier, T. (2012). Quelle place pour l’alphabétisation au Mali ? Une analyse des politiques.
- Lauwerier, T., & Akkari, A. (2011). Repenser l’influence de la Banque mondiale sur les politiques d’éducation de base en Afrique de l’Ouest francophone. McGill Journal of Education, 46(3), 343-362.
