Abstract
This article addresses the effects of neoliberalism as it operates through global and local educational policy, and in particular in relation to the United Nations' Education for Sustainable Development initiatives. It examines how a politics of scale is necessary in enabling critique and in rearticulating forms of education policy-making and practice that prioritize interscaler local ‘good sense’ over neoliberal global ‘common sense’. The article closes with examples of interscaler data from a participatory research project on youth orientations to place and sustainability that aims to use practice to generatively examine sustainability education policy.
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