The world bank as a development teacher

Adrian Bazbauers

Research output: Contribution to journalArticle

2 Citations (Scopus)
7 Downloads (Pure)

Abstract

The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training programs. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Development Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have operated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular understandings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms.
Original languageEnglish
Pages (from-to)409-426
Number of pages18
JournalGlobal Governance
Volume22
Issue number3
Publication statusPublished - 2016

Fingerprint

World Bank
Teaching
teacher
Curricula
teaching
Economics
conditionality
curriculum
loan
socialization
best practice
training program
economic development
learning
methodology
economics
norm

Cite this

Bazbauers, A. (2016). The world bank as a development teacher. Global Governance, 22(3), 409-426.
Bazbauers, Adrian. / The world bank as a development teacher. In: Global Governance. 2016 ; Vol. 22, No. 3. pp. 409-426.
@article{780075407b404a0d9d930d6db35f81bf,
title = "The world bank as a development teacher",
abstract = "The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training programs. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Development Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have operated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular understandings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms.",
keywords = "Norms, Training, World Bank",
author = "Adrian Bazbauers",
year = "2016",
language = "English",
volume = "22",
pages = "409--426",
journal = "Global Governance",
issn = "1075-2846",
publisher = "Lynne Rienner Publishers",
number = "3",

}

Bazbauers, A 2016, 'The world bank as a development teacher', Global Governance, vol. 22, no. 3, pp. 409-426.

The world bank as a development teacher. / Bazbauers, Adrian.

In: Global Governance, Vol. 22, No. 3, 2016, p. 409-426.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The world bank as a development teacher

AU - Bazbauers, Adrian

PY - 2016

Y1 - 2016

N2 - The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training programs. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Development Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have operated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular understandings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms.

AB - The World Bank has been widely critiqued as a source of development norms. Yet one aspect of its activities has received relatively little academic attention: the socialization of development norms through training programs. This article addresses this gap in the literature by analyzing changes in the curricula, pedagogy, and methodology of the Economic Development Institute and the World Bank Institute—the teaching and learning arm of the World Bank. The article argues that, unlike the coercive nature of World Bank loan conditionality, the two teaching institutes have operated quietly in the background attempting to persuasively habitualize and naturalize member country participants into accepting particular understandings of and approaches to development as best practice and common sense. It concludes that the institutes have been active in the creation of toolkits used to socialize individuals into accepting and following World Bank development norms.

KW - Norms

KW - Training

KW - World Bank

UR - http://www.scopus.com/inward/record.url?scp=84982856574&partnerID=8YFLogxK

M3 - Article

VL - 22

SP - 409

EP - 426

JO - Global Governance

JF - Global Governance

SN - 1075-2846

IS - 3

ER -