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The article reviews the literature on Public Private Partnerships (PPPs) and policy on girls' schooling in developing countries. It considers the ways in which aims around gender equality and women's rights are positioned in policy texts concerned with girls' education PPPs . The argument made is that these documents exemplify an oscillation, using a multipolar register, between pragmatic initiatives that recognise existing sites of power, and attempts to develop a political project thatdoi:10.1080/21699763.2017.1328612 fatcat:z2owggwkpbavdakizckq564esi