[1]
Auld, E. 2014. Comparative Education, the ‘New Paradigm’ and Policy Borrowing: Constructing Knowledge for Educational Reform. Comparative Education. 50, 2 (2014).
[2]
Barrett, A.M. 2007. Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools. Comparative Education. 43, 2 (May 2007), 273–294. DOI:https://doi.org/10.1080/03050060701362623.
[3]
Barron Pastor, J.C. 2015. Post-development theory: What is education for? Education and international development: an introduction. Bloomsbury Academic.
[4]
Benavot, A. 2017. Response to Steven Klees’s Review of the 2016 GEM Report. Comparative Education Review. 61, 3 (Aug. 2017), 634–639. DOI:https://doi.org/10.1086/692651.
[5]
Breidlid, A. 2013. Education, indigenous knowledges, and development in the global south: contesting knowledges for a sustainable future. Routledge.
[6]
Crossley, M. 2014. Global League Tables, Big Data and the International Transfer of Educational Research Modalities. Comparative Education. 50, 1 (2014).
[7]
Crossley, M. and Watson, K. 2003. Comparative and international research in education: globalisation, context and difference. RoutledgeFalmer.
[8]
Equity in Education | UNESCO UIS: http://uis.unesco.org/en/topic/equity-education.
[9]
Escobar, A. Encountering development: the making and unmaking of the third world. Princeton University Press.
[10]
Forestier, K. 2015. International Education Policy Transfer--Borrowing Both Ways: The Hong Kong and England Experience. Compare: A Journal of Comparative and International Education. 45, 5 (2015).
[11]
Guthrie, G.S. 2011. The progressive education fallacy in developing countries: in favour of formalism. Springer.
[12]
King, K. 2017. Lost in Translation? The Challenge of Translating the Global Education Goal and Targets into Global Indicators. Compare: A Journal of Comparative and International Education. 47, 6 (2017).
[13]
Klees, S.J. 2017. Will We Achieve Education for All and the Education Sustainable Development Goal? by UNESCO. The Global Education Monitoring Report. Paris: UNESCO, 2016. https://en.unesco.org/gem-report/report/2016/education-people-and-planet-creating-sustainable-futures-all/page#sthash.SDYhmB9I.dpbs. by The International Commission on Financing Global Education Opportunity. http://report.educationcommission.org/downloads/. Comparative Education Review. 61, 2 (May 2017), 425–440. DOI:https://doi.org/10.1086/691193.
[14]
Leys, C. The rise & fall of development theory. Indiana University Press.
[15]
McCowan, T. 2015. Theories of Development. Education and international development: an introduction. Bloomsbury Academic.
[16]
Mitchell, R. 2019. Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia. Compare: A Journal of Comparative and International Education. 49, 1 (Jan. 2019), 98–114. DOI:https://doi.org/10.1080/03057925.2017.1385390.
[17]
Mokibelo, E.B. 2016. Communication strategies in primary schools in Botswana: interventions using cooks, teacher aides and learners. Current Issues in Language Planning. 17, 2 (Apr. 2016), 179–190. DOI:https://doi.org/10.1080/14664208.2016.1089626.
[18]
Mundy, K. 20060301. Education for All and the New Development Compact. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l’Education. 52, 1–2 (20060301).
[19]
Ngware, M.W. et al. 2014. Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? International Journal of Educational Development. 36, (May 2014), 3–12. DOI:https://doi.org/10.1016/j.ijedudev.2014.01.004.
[20]
Schweisfurth, M. 2011. Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development. 31, 5 (Sep. 2011), 425–432. DOI:https://doi.org/10.1016/j.ijedudev.2011.03.005.
[21]
Schweisfurth, M. 2015. Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning. International Journal of Educational Development. 40, (Jan. 2015), 259–266. DOI:https://doi.org/10.1016/j.ijedudev.2014.10.011.
[22]
Shields, R. 2013. Globalization and international education. Bloomsbury Academic.
[23]
Steer, L. and van Fleet, J.W. 2017. The Education Commission’s Response to Steven Klees’s Review of the. Comparative Education Review. 61, 3 (Aug. 2017), 640–643. DOI:https://doi.org/10.1086/692784.
[24]
Steiner-Khamsi, G. 2015. Teachers and teacher education policies. Education and international development: an introduction. Bloomsbury Academic. 149–168.
[25]
TABULAWA, R. 2003. International Aid Agencies, Learner-centred Pedagogy and Political Democratisation: A critique. Comparative Education. 39, 1 (Feb. 2003), 7–26. DOI:https://doi.org/10.1080/03050060302559.
[26]
TABULAWA, R.T. 2004. Geography students as constructors of classroom knowledge and practice: a case study from Botswana. Journal of Curriculum Studies. 36, 1 (Jan. 2004), 53–73. DOI:https://doi.org/10.1080/0022027032000129532.
[27]
Takayama, K. et al. 2017. Toward a Postcolonial Comparative and International Education. Comparative Education Review. 61, S1 (May 2017), S1–S24. DOI:https://doi.org/10.1086/690455.
[28]
Tikly, L. 19991101. Postcolonialism and Comparative Education. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l’Education. 45, 5–6 (19991101).
[29]
Unterhalter, E. 2015. Education and international development: A history of the field. Education and international development: an introduction. Bloomsbury Academic.
[30]
Vavrus, F. 2009. The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania. International Journal of Educational Development. 29, 3 (May 2009), 303–311. DOI:https://doi.org/10.1016/j.ijedudev.2008.05.002.
[31]
2016. Capturing Transformative Change in Education: The Challenge of Tracking Progress towards SDG Target. Policy and Practice: A Development Education Review. 23, (2016).
[32]
Re-learning Hope: A Story of Unitierra on Vimeo.
