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Knowledge counts: Influential actors in the education for all global monitoring report knowledge network

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  • Read, Robyn

Abstract

This paper uses bibliometric methods to examine the knowledge network underpinning the Education for All initiative. Specifically, through an analysis of the references listed in the Education for All Global Monitoring Reports (EFA GMRs) published between 2002 and 2015, this paper focuses on the elite group of 89 authors referenced 10 or more times across the report series, and the underlying patterns of influence wielded by these authors over the EFA GMR knowledge network. This study contributes new insight into global trends in knowledge production and dissemination in this field, and highlights the value of bibliometric approaches in helping us better understand the increasingly complex and interconnected intellectual structure informing and shaping the global education agenda.

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  • Read, Robyn, 2019. "Knowledge counts: Influential actors in the education for all global monitoring report knowledge network," International Journal of Educational Development, Elsevier, vol. 64(C), pages 96-105.
    • Handle: RePEc:eee:injoed:v:64:y:2019:i:c:p:96-105
    DOI: 10.1016/j.ijedudev.2017.11.006
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    References listed on IDEAS

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    3. Gilbert,Christopher L. & Vines,David (ed.), 2000. "The World Bank," Cambridge Books, Cambridge University Press, number 9780521790956, January.
    4. Hans-Dieter Evers & Markus Kaiser & Christine Müller, 2010. "Knowledge in Development: Epistemic Machineries in a Global Context," World Scientific Book Chapters, in: Thomas Menkhoff & Hans-Dieter Evers & Yue Wah Chay (ed.), Governing And Managing Knowledge In Asia, chapter 9, pages 163-186, World Scientific Publishing Co. Pte. Ltd..
    5. Teresa Kramarz & Bessma Momani, 2013. "The World Bank as Knowledge Bank: Analyzing the Limits of a Legitimate Global Knowledge Actor," Review of Policy Research, Policy Studies Organization, vol. 30(4), pages 409-431, July.
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    Cited by:

    1. Mitchell, Rafael, 2023. "Peer support in sub-Saharan Africa: A critical interpretive synthesis of school-based research," International Journal of Educational Development, Elsevier, vol. 96(C).
    2. Bowen Xiang & Rushuang Chen & Gaofeng Xu, 2022. "Uncovering Network Heterogeneity of China’s Three Major Urban Agglomerations from Hybrid Space Perspective-Based on TikTok Check-In Records," Land, MDPI, vol. 12(1), pages 1-21, December.

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