Journal of International Development Studies
Online ISSN : 2434-5296
Print ISSN : 1342-3045
Articles
A Theoretical Outside of International Educational Development: Can Education Regulate Global Governance?
Noriyuki HASHIMOTO
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JOURNALS FREE ACCESS

2016 Volume 25 Issue 1-2 Pages 89-97

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Abstract

The purpose of this article is to set a theoretical reference point from the concept of education to relativize and reexamine global governance in educational development. There are two reasons why this theme to be tackled. First, it is because normative theory is needed in the field of international educational development. Theory has the role to make another value judgment on the outside of real politics. But in reality, in this field, indeed on global governance, theories and real politics are overlapped. Second, it is because the way to take global governance in international educational development does not adequately pay theoretical attention to education. Education is treated in the same manner as other international development fields. But education has its own essentials. Therefore, international educational development has to be argued on the basis of educational natures.

Responding to the first point, global justice theories are normative, and we can apply it to global governance in educational development. Among other global justice theories, Martha Nussbaum's capabilities approach is deeply related to education. But her theory has not relativized, but already explained real global governance in educational development. So it cannot be used as a theoretical outside. In terms of the second point, education has at least two roles or functions: protection of human rights and socialization of children. If we stand at the later function, one of the educational essentials is sharply defined: those who determine and provide education are not the side of educand but the side of educator. We have already been and are always educational architecture for children. Indeed, global governance is a form of educational architecture. So we can say that education has one-wayness and asymmetricity as its original nature. Education has also irreversibility. We cannot erase what we once educated, turn back a clock before we educated, and live his/her life in place of the educand his/herself. Can we narrate education easily and proudly? Educational essentials require that we reflect the difficulty of education to narrate. This is a theoretical outside of international educational development.

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© 2016 The Japan Society for International Development
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