International institutions and agencies from the Global North are no longer the sole initiators of development norms and best practices. The proliferation of exports and imports of social, economic and policy management models have called for a rethinking of South–South relations. To date, most studies have focused on the drivers and strategies of international initiatives made by emerging powers; none have analysed the impact of these initiatives on the receiving country’s institutions, and on the structures of international organisations. In this book, Carolina Milhorance examines the content, process and consequences of the internationalisation of Brazil’s rural public policy instruments. Brazil earned wide international recognition in the early 2000s for its agricultural modernisation and social policies; its increasing influence illustrated the specific political interests of coalitions that are embedded in domestic and international struggles. Drawing on extensive field research – including more than 280 interviews – conducted in Brazil, Mozambique, South Africa, Malawi, France and Italy, Milhorance analyses the effects of the internationalisation of Brazilian policy solutions on national and local political systems in recipient countries, highlighting specifically the case of Mozambique. Relying on a new theoretical approach to International Relations – one based on public policy analysis and international political sociology – she moves beyond a debate about conventional notions of international power. New Geographies of Global Policy-Making will be of interest to scholars and researchers of international relations, public policy analysis, political sociology, comparative politics, and Latin American studies.

This book presents an innovative method to investigate the history of mathematics education using oral narratives to study different aspects related to the teaching and learning of mathematics. The application of oral history in mathematics education research was first developed as a method in Brazil in the early 2000s as a result of interdisciplinary dialogues between mathematics educators, anthropologists, sociologists, historians, psychologists, artists and philosophers. Since then, this new methodology has attracted the attention of a growing number of researchers. This contributed volume is the first book in English to bring together chapters written by different members of the research group who developed the methodology and to present a comprehensive overview of the theoretical and practical aspects of the use of oral narratives in the study of experiences in mathematics classrooms. Oral History and Mathematics Education will be a useful tool to researchers and educators looking for new methods to study the dynamics of teaching and learning mathematics in the classroom and to develop innovative mathematics teacher education programs. The volume will also be of interest to historians of education since it describes the foundations of both concepts and procedures related to the application of oral history in educational research, always giving examples of studies already conducted and, whenever possible, suggesting possible research exercises.

This book contains "critical essays along with a catalogue raisonné of the Fundação José e Paulina Nemirovsky's art assets"--p. 35.