Main Article Content
International organizations and donor agencies have played an important role in shaping and prodding national educational reforms in Latin America through cooperation in the form of aid and technical assistance. This paper will draw from deliberative democratic theory to critically analyze the promise and reality of democratic participation in international cooperation in education in Latin America. It argues that there is a fundamental contradiction between the development discourse around the democratization of development relationships and the actual practices within the international organizations that wield this discourse. Moreover, international influence ranging from direct financial aid to more subtle actions, such as technical assistance, policy dialogues, and knowledge sharing, continue to limit the potential for a more democratic and deliberative form of cooperation in education.
Download data is not yet available.