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The deployment of internally displaced teachers (DR Congo): A “real governance” approach

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  • Brandt, Cyril Owen

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.

Suggested Citation

  • Brandt, Cyril Owen, 2019. "The deployment of internally displaced teachers (DR Congo): A “real governance” approach," International Journal of Educational Development, Elsevier, vol. 66(C), pages 147-154.
    • Handle: RePEc:eee:injoed:v:66:y:2019:i:c:p:147-154
    DOI: 10.1016/j.ijedudev.2018.10.006
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    References listed on IDEAS

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    1. Cyril Owen Brandt, 2017. "Ambivalent outcomes of statebuilding: multiplication of brokers and educational expansion in the Democratic Republic of Congo (2004–13)," Review of African Political Economy, Taylor & Francis Journals, vol. 44(154), pages 624-642, October.
    2. Kyamusugulwa, Patrick M. & Hilhorst, Dorothea, 2015. "Power Holders and Social Dynamics of Participatory Development and Reconstruction: Cases from the Democratic Republic of Congo," World Development, Elsevier, vol. 70(C), pages 249-259.
    3. Kalyvas, Stathis N. & Balcells, Laia, 2010. "International System and Technologies of Rebellion: How the End of the Cold War Shaped Internal Conflict," American Political Science Review, Cambridge University Press, vol. 104(3), pages 415-429, August.
    4. Johan Galtung, 1969. "Violence, Peace, and Peace Research," Journal of Peace Research, Peace Research Institute Oslo, vol. 6(3), pages 167-191, September.
    5. Autesserre, Séverine, 2009. "Hobbes and the Congo: Frames, Local Violence, and International Intervention," International Organization, Cambridge University Press, vol. 63(2), pages 249-280, April.
    6. Tom Herdt & Kristof Titeca, 2016. "Governance with Empty Pockets: The Education Sector in the Democratic Republic of Congo," Development and Change, International Institute of Social Studies, vol. 47(3), pages 472-494, May.
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    Cited by:

    1. Weigele, Annika & Brandt, Cyril Owen, 2022. "‘Just keep silent’. Teaching under the control of authoritarian governments: A qualitative study of government schools in Addis Ababa, Ethiopia," International Journal of Educational Development, Elsevier, vol. 88(C).
    2. Ohlig, Louise & Timm, Susanne, 2024. "Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector," International Journal of Educational Development, Elsevier, vol. 107(C).

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