Critical Practioner Inquiry (CPI)

The Namib Desert and the Spitskoppe is close to the National Institute for Educational Development (NIED) in Namibia where the CPI concept once was developed in the beginning of the 1990s. More »

Education for the young generation

Good education building on CPI will create a better future for the young generation also in Africa. More »

A CPI Master course graduation

A Master course following a CPI approach was developed and carried out with course participants from five universities in the Ethiopia. More »

The Haramaya group

The group of succesful CPI Master students from Haramaya University, Ethiopia, together with the tutors Brook and Lars More »

PhD students from Lao PDR nailing their thesis 2011

Keo and Ngouay investigated the introduction of action research in Lao PDR. Their thesis CULTIVATING EDUCATIONAL ACTION RESEARCH IN LAO PDR - FOR A BETTER FUTURE? was informed by CPI perspectives. More »


The many faces of Democracy

The many faces of democracy

You are being cheated! A critical analysis of Teach for Sweden

You are being cheated!

Critical Practitioner Inquiry – developed so far.

14. Critical Practitioner Inquiry – so far

Making a Difference

The Global South Network is based on solidarity with educators and people in the Global South. The goal is to develop more humane educational systems for all through approaches like critical practioner inquiry.

Making a difference

GSN bulletin

The Global South Network bulletin contains short reflections combining educational, developmental, and political aspects based on experiences and events around the world. Anyone is free to submit a text to the GSN bulletin. Send it to

13. Myth and reality in contrasting India

12. How the neoliberal berserk fury destroys the welfare sector – the case of Sweden

11. The elephants in the room

10. Precarity in a constrained rainbow nation

9. Back in the Lao PDR

8. The capitalist catching up influences still operating in a peasant society

7. What is this wind of change blowing across the African continent bringing with it

6. Who is fooling who

5. The smokescreen of poverty reduction

4. Brand Obama

3. A war by other means

2. Paradigm lost

1. Discipline as emancipation or dressage

Critical Perspectives on Teacher Education by Lars Dahlstrom and Brook Lemma

This article combines analysis from teacher education in Ethiopia and Namibia with recent examples of neo-liberal influences on national education sectors. The article describes the national teacher education reforms and analyses the forces and damages of the ‘liberal virus’ by looking at the plasma teacher phenomenon in Ethiopia and the travel and traverse of critical practitioner inquiry in Namibia. Our findings show how neo-liberalism when entering the education arena reduces teachers to technical caretakers and transforms what was once introduced as progressive and critical practices of education into separated entities following technical rationalities. Teacher education is also silently transformed to develop students and teachers alike into consumers in the educational marketplace through the neo-liberal governmentality that turns people into tightly controlled individuals who persist in claiming to be free in a globalised world. This article does not only bring out the damages inflicted by the liberal virus but also makes its exit by recommending the practice of contextualized critical thinking at all levels of education as proposed in Critical Practitioner Inquiry practices.

Critical Perspectives on Teacher Education

Critical Intellectual Work – an endangered tradition under neoliberal regimes

The study attends to the influences on broad policies, conceptions and practices of education from the present neoliberal regimes of thought. The aim is to analyse these influences from a critical and global perspective by looking at how national situations are changing according to the neoliberal governmentalities. The study looks at the developments both in the Global- North and the Global-South through influential international powers like the Programme of International Student Assessment (PISA-agenda) in the North and the Education for All (EFA-agenda) in the South. The study claims that schools and universities are being reconfigured to fulfil their role as producers of a new type of person called the neoliberal being with certain characteristics that fits the neoliberal ideas of surveillance and individualism. The EFA-agenda influences almost all countries in the Global-South through its close connection to external and international economic support and through a doublespeak that talks the language of human rights but is operative through neoliberal surveillance powers. There is a need to question this neoliberal global hegemony that is operating through false promises.

Critical Intellectual Work – an endangered tradition under neoliberal regimes

Education reforms in Lao PDR

The education reforms attended to here include a programme for PhD studies designed for university lecturers from Lao PDR, a master course for teacher educators at universities and colleges in Lao PDR, and an introduction of Critical Practitioner Inquiry (CPI) to lecturers at the Faculty of Justice, National University of Laos. Abstracts from two PhD theses on education reforms in Lao PDR are included in the text.

Educational reforms in Lao PDR

Critical Educational Visions and Practices in Neo-liberal Times (published by Global South Network Publisher)

This publication is based on the CPI Masters course carried out in Ethiopia 2003 – 2005. An international seminar was organised in May 2004 to further the ideas involved in the Master course with the participation of international as well as national tutors from the Master course. The publication includes papers presented during the seminar.

The publication is edited by Lars Dahlström and Jan Mannberg.

1. Forces and Counter-forces by Lars Dahlstrom & Jan Mannberg

2. Is there an epistemological place for agency by Luiza Cortesao

3. Language, educational and (dis)empowerment by Carol Benson

4. Critical Practitioner Inquiry by Lars Dahlstrom

5. Plasma television teachers by Brook Lemma

6. Global trends on local grounds by Jette Steensen

7. Reflections on teacher education overhaul by Temechegn Engida

8. Practitioners opinions on teacher education reform by Nigussie Kassahun

9. Looking back, but not in anger by Staf Callewaert

Critical Practitioner Inquiry in Ethiopia

This masters course was a joint effort between Department of Education, Umea University and the UNESCO International Institute for Capacity Building in Africa (IICBA), in Addis Abeba. Participants represented five different universities in Ethiopia.

Ethiopia – CPI Masters

CPI Master Syllabus, Ethiopia

A Teacher Educator’s Reflection in Ethiopia


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