Global education agendas frequently draw on the construct of 'school readiness', indexing the developmental trajectories of children to the expectations of school systems. Through in-depth ethnographic research in a village in Bihar, India, this paper examines how normative discourses of 'school readiness' govern family strategies for early…

Despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Considerations of racism remain silent, or indeed, are erased, within teaching and research,…

This paper interrogates the ways in which "reflexivity" has proliferated as a normative methodological discourse in the field of international and comparative education. We argue that the dominant approach to reflexivity foregrounds the standpoints of researchers and their subjects in a way that does not attend to the situated,…

This paper critically examines the ways in which inclusion and equity are constituted through education development policies in India. Programmes implemented under global and national Education for All (EFA) policies have largely involved the quantification of "equity" whereby schooling processes are measured against broad targets for…

Global and national agendas to improve the "quality" of Education For All have brought focus to pedagogic processes in developing country contexts. How can development research pay attention to the social and political significance of pedagogical projects and understand the micro-processes of classroom reform? This paper considers how…

This paper is situated in the re-visioning ethos that has been part of the genealogy of multicultural education. In the context of teacher education, the authors ask: where to now? In this paper, they reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The unit…