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This article reports on a study of community participation in School for Life, a complementary education programme operating in northern Ghana. The researchers investigated three components of community participation: the nature of the mechanisms used to engage community members as participants in the education process; the actors who engage as participants in education; and the factors that enhance or inhibit an individual’s involvement. They found that this programme uses five approaches that work together to make it a viable mechanism to engage communities, and that community members are engaged at various levels, depending on each person’s previous exposure to education. Moreover, regardless of the level at which members participate, doing so empowers the individual and the community.

The international development community is focusing on women's empowerment as a key means of achieving high-level development goals. In this context, many development programmes, such as Feed the Future, take a market-based approach to empowerment focusing on access to and control over resources as the primary drivers of change. This kind of empowerment programming, however, often loses sight of power relations which structure access to resources and opportunities. This article, therefore, explores the limitations of economic-based approaches to empowerment that permeate the international development space, and provides strong evidence that a broader multi-dimensional approach is needed to support women's empowerment.

One health emphasizes the interdependent health of humans, animals, and their shared environments and shows promise as an integrated, equitable transdisciplinary approach to important ecohealth issues. Notably, research or programming explicitly examining the intersection of gender and one health is limited, although females represent half of the human population and play important roles in human and animal health around the world. Recognizing these gaps, scholars from the University of Wisconsin-Madison in collaboration with United States Department of Agriculture convened a consultative workshop, “Women and One Health,” in 2016. This paper outlines the workshop methods and highlights outcomes toward shared terminology and integration of frameworks from one health, gender analysis, and women in agriculture. Further, recommendations for education, policy, and service delivery at the intersection of women’s empowerment and one health are offered as important efforts toward the dual goals of gender equality and sustainable health of humans, animals, and their shared ecosystems.

This dissertation explores the lives and practices of circuit supervisors (CSs), mid-level bureaucrats in the Ghanaian state’s decentralized education system who, characterize themselves as managing the human capital of the nation. As state agents and citizen actors, CSs traverse the space between the managerial demands of global and national institutions, and the educational needs and interest of the schools and communities they serve. In the developmentalist Ghanaian state, they are important yet under-theorized players. Finely combing their negotiations of state-school-citizen relations, this research maps how three key neoliberal(izing) governance mechanisms—participatory democracy, decentralization, and privatization—affect the meaning and practice of their jobs as educational supervisors. CSs confront and navigate forces that strip resources from the public education sector; deprofessionalize them in service to international norms of accountability, transparency, and efficiency; and hold them increasingly responsible for school quality. In so doing, CSs experiences of trying to improve Ghanaian schools make visible the techno-rationalization of the developmentalist state and the way that managerial forms of governance are coming to dominate over more democratic, participatory ones. In the missing middle, the space between policy and its effect, CSs negotiate how development works in the quotidian.