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This paper explores themes emerging from data collected in 2008 from case study research in schools in Kenya and South Africa which looked at connections and disjunctions between global, national and local policy and practice regarding gender, education and poverty reduction. The analysis reported here is part of a larger study, which will examine the relationship between schoollevel responses and those articulated in national and provincial departments of education and global and local NGOs. We are particularly interested in what conditions the inter-play between these different policy sites, the actions taken in each setting, and the interpretations developed. A key concern is what constrains and facilitates forms of practice that might help realize goals for gender equality in education.

Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa