Abstract
The Global Learning Programme in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and post-structuralist theories. After introducing the GLP, Biccum's argument, and indicators of the neo-liberalization of education for sustainable development, it examines the potential of these two theories to inform critical pedagogy. It then evaluates the GLP's core guidance, assessing the extent to which it reflects the indicators and whether it is likely to promote such pedagogy. It concludes by outlining some research questions.
Highlights
The Global Learning Programme in England employs a new form of networked governance to deliver education for sustainable development in schools
Popular movements against neo-liberal globalization on the right and the left focus on the impacts of economic growth, free trade, immigration, and the austerity that followed the financial crisis of 2008 on jobs, inequality, living standards, and democracy. They urge either a retreat into nationalism, protectionism, racism, and xenophobia, which would undermine the existing inadequate liberal international order, or the remaking of globalization in ways that strengthen and reform that order so that it relieves poverty and delivers sustainability in equitable and democratic ways. Completing this ‘unfinished global revolution’ in global governance (Malloch-Brown, 2011) is the focus of social movements and political parties that seek a different form of global capitalism or its replacement by radical alternatives
UK teenagers identify themselves as global citizens (Birdwell and Mani, 2014) and deserve an education that develops their critical understanding of global society, how it works, and how it might work differently to improve their prospects
Summary
The Global Learning Programme in England employs a new form of networked governance to deliver education for sustainable development in schools.
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