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Harriss, J. The case for cross-disciplinary approaches in international development. Feminist Economics , 1 2 , 21— Harrold, P. The broad sector approach to investment lending: Sector investment programs. Hearn, J. Review of African Political Economy , 25 75 , 89— Hill, A. Women's education and well-being.

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Jubilee USA Network. Why drop the debt? Kaluwa, B. The structural adjustment programme in Malawi: A case of successful adjustment? Keith, S. An historical overview of the state and educational policy in Jamaica. Latin American Perspectives , 5 2 , 37— Kelly, G. Women's education in the third world: Comparative perspectives. Kendall, N. Parent and community participation in improving educational quality in Africa: Current practices and future possibilities. International Review of Education , 53 , — Education for All meets political democratization: Free primary education and the neo- liberalization of the Malawian school and state.

Comparitive Education Review , 51 3 , — King, K. Changing international aid to education: Global patterns and national contexts. Kothari, U. Authority and expertise: The professionalisation of international development and the ordering of dissent.

Laurie and L. Bondi Eds. Oxford: Blackwell. Lewin, K. Examination reform and educational change in Sri Lanka, — Modernisation or dependent underdevelopment?

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Watson Ed. Beckenham: Croom Helm. Little, A. Development studies and comparative education: Context, content, comparison and contributors. Lockheed, M. Improving primary education in developing countries. Lumsdaine, D. Moral vision in international politics: The foreign aid regime, — Makoba, J. Nongovernmental organizations NGOS and third world development: An alternative approach to development.

Journal of Third World Development , 19 1 , 53— Manzo, K. Modernist discourse and the crisis of development theory. Studies in Comparative International Development , 26 2 , 3— Masemann, V.

Critical ethnography in the study of comparative education. Comparative Education Review , 1 , 1— Meyer, J. Globalization: Sources and effects on national states and societies. International Sociology , 15 , — The world educational revolution, — Sociology of Education , 50 4 , — Mundy, K.

Education for all and the new development compact. Review of Education , 52 , 23— Transnational advocacy, global civil society? Emerging evidence from the field of education.

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Comparative Education Review , 45 1 , 85— Poerksen, U. Plastic words: The tyranny of a modular language. Psacharopoulos, G. Returns to education: A further international update and implications. Journal of Human Resources , 20 4 , — Economics of education: Research and studies. Ramirez, F. The political construction of mass schooling: European origins and worldwide institutionalization. Sociology of Education , 60 1 , 2— Rankin, K. Governing development: Neoliberalism, microcredit, and rational economic woman.

Economy and Society , 30 1 , 18— Ratcliffe, M. Sector wide approaches to education: A strategic analysis. London: Department for International Development. Reimers, F. Education, adjustment, and reconstruction: Options for change. Resnik, J.

International Development Education

Comparative Education Review , 50 2 , — Rist, G. The history of development: From Western origins to global faith. In today's world, however, the traditional model of peace followed by rebuilding and reintegration of refugees is more the exception than the rule. Local communities attempt to pursue social and economic reconstruction without waiting for a cease-fire. Demobilization and disarmament are occurring while conflict continues in other regions, and the success of continued demobilization hinges on economic opportunity for soldiers.

Reconciliation of the entire post-conflict society depends on successful demilitarization and most importantly, the meting out of justice. All of this implies that where a minimum degree of security and stability does exist, we must support reconciliation at the community level in addition to traditional emergency relief.

Reconciliation programs can resolve violent conflict, consolidate peace and create the basis for political reconstruction and new state legitimacy. In situations of actual or latent violent conflict, civil society - including interest groups, the media, business associations and trade unions, community groups and NGOs - are all often severely weakened and divisions are accentuated. In war-torn societies, some portion of each of these entities may still be capable of building bridges between otherwise enemy groups. Therefore, I would like to make a plea for a new form of international development cooperation, which in war-torn societies or failed states does not confine itself to short-term emergency relief, but instead promotes development cooperation during conflict.

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Such collaborative development assistance must reinforce the stabilizing role that local actors within civil society can play. Development cooperation during conflict can also engage in activities with reconciliatory objectives such as programs which:.