 The deployment of internally displaced teachers (DR Congo): A “real governance” approachCyril Owen Brandt International Journal of Educational Development, 2019, vol. 66, issue C, 147-154 Abstract: Through qualitative research in the Democratic Republic of Congo, this article explores the deployment of internally displaced teachers. Rather than understanding deployment as a technical matter, the article uses a “real governance” approach to analyse teacher deployment. It reveals how education is organized during displacements and why teachers return to their villages after displacements. The article argues that state actors with weak capacities in service delivery can be able to exert influence over public school teachers, even in remote conflict-affected zones. It makes this influence palpable through an analysis of concrete practices and relations. The article concludingly questions the appropriateness of the concept of resilience and reflects about the implications of the analysis for policy-makers. Keywords: Educational administration; Internal displacement; Teacher deployment; Real governance; Armed conflict; Democratic Republic of Congo (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:66:y:2019:i:c:p:147-154 DOI: 10.1016/j.ijedudev.2018.10.006 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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