ABSTRACT
This chapter examines some of the complex relationships entailed in taking global gender education policy, concerned with equalities and addressing poverty, from the site of agreeing texts, like the MDGs or EFA, to implementation in schools. It also examines policy transfer, policy networks, the plurality of global education policy making, the policy space as a site of negotiation, and education policy enactment in local sites. The chapter considers the locations and relationships of people an important feature of how policy comes to be realised. It looks at how these politico-social locales worked in relation to how global policy on gender equality, education and poverty were understood and enacted. The chapter investigates the practices and perspectives of reformers and those who refused change. It have documented that global policy on gender cannot be understood as a train steaming down tracks laid by government structures or civil society towards implementation.
