On the absent ground of transnational partnerships in education: A post-foundational intervention
The paper explores transnational multi-stakeholder partnerships (MSPs) in education and presents them as incomplete hegemonic projects. Using the Global Partnership for Education as an example, the authors explore what post-foundational political thought might add to the literature on transnational MSPs. Post-foundational political thought refutes the possibility of any ultimate ground to social orders. The authors thus call attention to fissures and disruptions in the Global Partnership for Education, in order to encourage other researchers to expose how ‘the political’ may play a role in the stability (or instability) of these types of transnational partnerships.