Research article

Becoming critical: A challenge for the Global Learning Programme?

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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.

Keywords: GLOBAL LEARNING, CRITICAL THEORY, CRITICAL EDUCATION, CRITICAL PEDAGOGY, GLOBAL EDUCATION REFORM, EDUCATION POLICY, HEGEMONY, IDEOLOGY, MARXISM, POLITICS, POST-STRUCTURALISM, PUBLIC–PRIVATE PARTNERSHIPS

How to Cite:

(2017) “Becoming critical: A challenge for the Global Learning Programme?”, International Journal of Development Education and Global Learning 8(3), 63–84. doi: https://doi.org/10.18546/IJDEGL.8.3.05