This paper explores the relationship between the emergence of global education policies and conflict-affected contexts by analysing the trajectory of community-level education decentralization within and beyond El Salvador from the 1980s, during the country's civil war, to the 2000s, by which point this approach to education governance was being widely promoted and adapted around the world. The findings – based on two years of data collection – demonstrate not only the way these contexts can be particularly susceptible to intervention by foreign governments and international organizations but also how, in certain historical-structural moments, those contexts can be transformed and leveraged to experiment with and to entrench certain policies.
- community-based decentralization
- El Salvador
- global education policy
- international organizations
ASJC Scopus subject areas