Invested Truth in World Bank Education Policy: The Exclusion of Educators' Perspectives in the Future of Education

The objective of the paper is to critically review the positioning of teachers in the World Bank's Education Sector Strategy 2020. The review is framed through the lens of Habermas' communicative action theory (CTA) to show how teachers' truth, rightfulness and truthfulness are obfuscated in the new policy. Habermas centres notions of democratization and participation as key requirements for representative systems. However, as the new strategy takes shapes, what is more apparent is the further marginalization of educators and education scholars from education reforms. The review suggests that education and teachers' work is becoming further embedded in broader social and economic systems. This is despite extensive consultations that are a feature of the new strategy and its development. The paper raises questions about the work of teachers and their place within education systems whose development is influenced by agencies such as the World Bank. As more of the analytical and intellectual tasks associated with education and teachings are being taken over agencies and organisations, this paper asks the question; where do teachers belong? Rather than understanding education strategy and reform as a process of engaging only government and policy makers, I will argue that engaging the practitioners and listening to the practical discourse around reform, teachers provide insights into good education policy which shows that they can be spearhead reforms rather than obfuscated agents.

並列關鍵字

education policy ； teachers ； policy making process ； World Bank ； Habermas ； Education for All

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