Francine Menashy is an associate professor in the Department of Leadership in Education and teaches in the Urban Education, Leadership, and Policy Studies doctoral program at the University of Massachusetts Boston. Dr. Menashy is coeditor of Comparative Education Review.

“An essential reference for scholars and practitioners interested in taking a critical look at the evolution of the aid architecture, particularly in the education sector, and in better understanding persisting and emerging challenges.”—International Review of Education

• ContentsForeword Steven Klees ixAcknowledgments xiiiList of Abbreviations xv1.Introduction: Conceptualizing Power in an Era of Partnerships 1Understanding PartnershipUnderstanding PowerMethods and Data Collected 10Notes on Terminology14Rationale for This Book 16A Note on Scope 18My Position as Author 19Overview of the Book 202.The Era of Partnership 24Multistakeholder Partnerships 29Partnerships as Public–Private Arrangements 31Questioning Partnerships 34Partnerships in Education and Development 39Conclusion 433.New Actors and Relationships in Aid to Education: Understanding Power in a Transnational, Partnership-Based Network 44The Changing “Architecture” of Development Aid 44Understanding Power in Networks 47Network Research on International Development and Aid 50Networks, Partnerships, and Aid to Education 51Conclusion 584.Power Dynamics in a Multistakeholder Fund: The Case of the Global Partnership for Education 61The History and Mandate of the Global Partnership for Education 61Power Dynamics in the Global Partnership for Education 64The Empowering of Private Actors in the Global Partnership for Education 71Conclusion 805. The Challenges of Partnering for Aid to Education in Emergencies: The Case of the Education Cannot Wait Fund 81The History and Mandate of the Education Cannot Wait Fund 82Power Dynamics in Education Cannot Wait 85The Empowering of Private Actors in Education Cannot Wait95Conclusion 1006. Conclusion: Reconceptualizing Partnerships in International Aid to Education 102Structural Power in Partnerships: North/South Hierarchies 102Productive Power in Partnerships: The Framing of the Private Sector 105Shifting Power Dynamics in Partnerships 107Reconceptualizing Partnerships 111Conclusion 117References 119Index 133About the Author 141

Francine Menashy is an associate professor in the Department of Leadership in Education and teaches in the Urban Education, Leadership, and Policy Studies doctoral program at the University of Massachusetts Boston. Dr. Menashy is coeditor of Comparative Education Review.

“An essential reference for scholars and practitioners interested in taking a critical look at the evolution of the aid architecture, particularly in the education sector, and in better understanding persisting and emerging challenges.”—International Review of Education

• ContentsForeword Steven Klees ixAcknowledgments xiiiList of Abbreviations xv1.Introduction: Conceptualizing Power in an Era of Partnerships 1Understanding PartnershipUnderstanding PowerMethods and Data Collected 10Notes on Terminology14Rationale for This Book 16A Note on Scope 18My Position as Author 19Overview of the Book 202.The Era of Partnership 24Multistakeholder Partnerships 29Partnerships as Public–Private Arrangements 31Questioning Partnerships 34Partnerships in Education and Development 39Conclusion 433.New Actors and Relationships in Aid to Education: Understanding Power in a Transnational, Partnership-Based Network 44The Changing “Architecture” of Development Aid 44Understanding Power in Networks 47Network Research on International Development and Aid 50Networks, Partnerships, and Aid to Education 51Conclusion 584.Power Dynamics in a Multistakeholder Fund: The Case of the Global Partnership for Education 61The History and Mandate of the Global Partnership for Education 61Power Dynamics in the Global Partnership for Education 64The Empowering of Private Actors in the Global Partnership for Education 71Conclusion 805. The Challenges of Partnering for Aid to Education in Emergencies: The Case of the Education Cannot Wait Fund 81The History and Mandate of the Education Cannot Wait Fund 82Power Dynamics in Education Cannot Wait 85The Empowering of Private Actors in Education Cannot Wait95Conclusion 1006. Conclusion: Reconceptualizing Partnerships in International Aid to Education 102Structural Power in Partnerships: North/South Hierarchies 102Productive Power in Partnerships: The Framing of the Private Sector 105Shifting Power Dynamics in Partnerships 107Reconceptualizing Partnerships 111Conclusion 117References 119Index 133About the Author 141

Francine Menashy is an associate professor in the Department of Leadership in Education and teaches in the Urban Education, Leadership, and Policy Studies doctoral program at the University of Massachusetts Boston. Dr. Menashy is coeditor of Comparative Education Review.

“An essential reference for scholars and practitioners interested in taking a critical look at the evolution of the aid architecture, particularly in the education sector, and in better understanding persisting and emerging challenges.”—International Review of Education

• ContentsForeword Steven Klees ixAcknowledgments xiiiList of Abbreviations xv1.Introduction: Conceptualizing Power in an Era of Partnerships 1Understanding PartnershipUnderstanding PowerMethods and Data Collected 10Notes on Terminology14Rationale for This Book 16A Note on Scope 18My Position as Author 19Overview of the Book 202.The Era of Partnership 24Multistakeholder Partnerships 29Partnerships as Public–Private Arrangements 31Questioning Partnerships 34Partnerships in Education and Development 39Conclusion 433.New Actors and Relationships in Aid to Education: Understanding Power in a Transnational, Partnership-Based Network 44The Changing “Architecture” of Development Aid 44Understanding Power in Networks 47Network Research on International Development and Aid 50Networks, Partnerships, and Aid to Education 51Conclusion 584.Power Dynamics in a Multistakeholder Fund: The Case of the Global Partnership for Education 61The History and Mandate of the Global Partnership for Education 61Power Dynamics in the Global Partnership for Education 64The Empowering of Private Actors in the Global Partnership for Education 71Conclusion 805. The Challenges of Partnering for Aid to Education in Emergencies: The Case of the Education Cannot Wait Fund 81The History and Mandate of the Education Cannot Wait Fund 82Power Dynamics in Education Cannot Wait 85The Empowering of Private Actors in Education Cannot Wait95Conclusion 1006. Conclusion: Reconceptualizing Partnerships in International Aid to Education 102Structural Power in Partnerships: North/South Hierarchies 102Productive Power in Partnerships: The Framing of the Private Sector 105Shifting Power Dynamics in Partnerships 107Reconceptualizing Partnerships 111Conclusion 117References 119Index 133About the Author 141