ABSTRACT
When we began conceptualising this book we anticipated that the conclusion would bring together the key perspectives and arguments from each chapter to reflect on how they have enriched our understanding of the lives of poor children and pushed us to think afresh about the projects of development and schooling. And indeed, much of this concluding chapter will be dedicated to that kind of discussion, commenting on the contributions of this volume to the research and policy fields of education and international development. However, before embarking on those observations, we would like first to situate them with respect to our own experiences of reading each chapter – as editors working across disciplinary boundaries, and also as readers engaging with the book at a particular moment in our lives.
