tion depends on how seriously these organizations confront the official framing of global educational needs.
The Global Campaign promises to enhance global civil society by opening a political space for the development of what Edwards, Hulme, Wallace (1999) calls “new social contracts” between citizens and authorities at various levels. Meeting this promise would seem to require both the development of significant educational alternatives, and continued efforts to push beyond a narrow view of universal mass schooling as an end in itself toward a broader realization of social entitlements and redistributive justice at a global level.
The authors would like to acknowledge the assistance provided by the National Academy of Education and Spencer Foundation, through the postdoctoral fellowship awarded to Karen Mundy, 1998–1999. A more detailed treatment of this topic will appear in the Comparative Education Review, February 2001.
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