Amplified Trends in Pandemic Times: New Philanthropy and the Disruption of Global Education

Group Submission Type: Formal Panel Session

Proposal

In terms of both motive and style of giving, new philanthropy and its emerging philanthropic approaches share some common patterns reflective of theories of change that are markedly different from more traditional styles of philanthropy. Traditional philanthropy tends to be contributory, guided by unmet public needs or minority interests with the aspiration to enlarge the public goods provided by the state, whereas emerging forms of philanthropy often seek a disruptive approach to giving that aims to replace or reshape existing services by offering an alternative. Thus, the term “new philanthropy” is typically used to describe emerging trends among philanthropic organizations that increasingly incorporate business logic, blur the lines between profit and social purposes, adopt innovative and disruptive practices, use technology in their endeavors, and aim to work on a global scale. New philanthropy can disrupt traditional structures and change education, as well as bring new players into the education policy sector and rework existing policy networks. As a result, new philanthropy offers potential for improvement while also posing risks and challenges to education, development, and social justice. These trends have been amplified by the global pandemic.

Changes to the role of philanthropy in society are mirrored by alterations in its relationships with governments and multilateral organizations. These changes have led to shifts in global governance and a renegotiation of the social contract. Governments and multilateral organizations are welcoming non-state actors to step in and either work in partnership or directly provide human services that were historically considered public goods that fell within the government domain. This has created controversy among many practitioners and academics who work within the realm of education and development. Whereas responsibility for the delivery and regulation of education belongs to governments, if and how non-state organizations might be able to support education is the object of debates, and requires further research and discussion. Some argue that when philanthropy is able to fill gaps, or innovate and test new approaches, this can be complementary and supportive of education as a public good. Nonetheless, when philanthropy seeks to steer public policies or the delivery of public education, democratic processes, values, and structures are reworked and, sometimes, unbalanced. Furthermore, as non-state agents tackling public matters, what is the responsibility of philanthropy in the event of failure or unintended negative consequences, and how is it held accountable? As these organizations continue to grow across the world and become increasingly influential actors in education, there is a collective need to deepen knowledge of the sector.

In this context, this panel aims to discuss the changing role of philanthropy before and during the pandemic. The speakers, all of which have publish articles in the fourth edition of NORRAG Special Issue (NSI), published in April 2020, will examine the shifting terrain, and analyze different aspects and territories of new philanthropy in education. The NSI 04 is entitled “New Philanthropy and the Disruption of Global Education.” The aim of NSI 04 was to analyze the disruptive nature of “new philanthropy” and its role in the changing landscape of global education and development. NSI 04 consists of 31 articles that aim to highlight global and national experiences, as well as diverse perspectives on the role and function of new philanthropy in education. It seeks to expand the debate and foster dialogue, bridge the gap between theory and practice, as well as stimulate new research, advocacy, and policy innovation in international education development. The issue consists of four sections representing a broad set of stakeholders and illustrating a variety of viewpoints concerning new philanthropic practices and their potential implications in educational development.

The CIES 2022 theme is grounded in time, place, and possibility. This round-table invites some of the authors from NSI 04 to reflect upon the two years since the release of their articles and to address the diminishing or intensification of pre-existing trends in the light of the pandemic. Each speaker will conclude with an emphasis on “what is possible” as the CIES community gathers to foster dialogue and explore possible research directions for the collective achievement of quality education for all. Following presentations from NSI 04 editors and authors the round-table discussant, a representative of the 2021/22 Global Education Monitoring Report on the role of non-state actors in educational development, will reflect upon the discussion in the light of the recent publication.

Sub Unit

• Globalization & Education SIG

Chairs

• Karen Mundy, IIEP-UNESCO

• Moira V Faul, NORRAG, Graduate Institute

Individual Presentations

• Amplified Trends in Pandemic Times: New Philanthropy and the Disruption of Global Education - Marina Avelar, NORRAG; Lara Patil, NORRAG

• Philanthropy and the Changing Typology of Global Education - Stephen Ball, UCL Insitute of Education

• From the Right to Education to the Right to Learn: Education Policy Making in Brazil - Andressa C Pellanda, Brazilian Campaign for the Right to Education

Discussant

• Prachi Srivastava, University of Western Ontario