Mechanisms Affecting International Organisations’ Education Development Work: Findings from a Meta-Interpretation

Abstract

This chapter examines the intricate dynamics influencing global governance of education through a meta-interpretive synthesis of the volume’s chapters. The importance of understanding education as a multifaceted entity affecting individual, local, national, and global levels is underscored. Weed’s (2005) meta-interpretation methodology is utilised to identify key mechanisms influencing education governance and to categorise them in epistemic, organisational, and international, as well as individual and sociopsychological, mechanisms.Epistemic mechanisms entail the power of language and evidence, showing how dominant languages and Western-centric evidence marginalise non-English speaking countries and local knowledge. Organisational and international mechanisms include relationality and collaboration, interplay, and colonial hierarchies, highlighting the complex interactions between global and local actors and colonial legacies’ enduring impact. Individual and sociopsychological mechanisms address sensemaking and professional trajectories, demonstrating how education professionals navigate their roles and develop expertise within the global governance framework.The chapter concludes by advocating more inclusive contextually relevant approaches to education development. It stresses the need for deeper engagement with local actors and historical perspectives. Further research is called for to incorporate diverse voices and multilevel analyses to enhance understanding and improve global governance of education.