Exploring the Inherent Tensions at the Nexus of Education for Sustainable Development and Neoliberalism

Autor/in	Schulte, Matthew
Titel	Exploring the Inherent Tensions at the Nexus of Education for Sustainable Development and Neoliberalism
Quelle	In: Journal of Education for Sustainable Development, 16 (2022) 1-2, S.80-101 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/09734082221118621
Schlagwörter	Higher Education; Neoliberalism; International Organizations; Democracy; Altruism; Citizenship; Sustainable Development; Global Approach; Objectives; Political Attitudes; Political Influences; Climate; Educational Practices; Environmental Education; Educational Policy; Problems; Policy Analysis; Equal Education; Access to Education; Educational Quality; Discourse Analysis + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; International organisation; International organisations; International organization; Internationale Organisation; Demokratie; Altruistic behavior; Altruismus; Staatsbürgerschaft; Nachhaltige Entwicklung; Globales Denken; Goal definition; Zielsetzung; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Klima; Bildungspraxis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Politics of education; Bildungspolitik; Problemsituation; Politikfeldanalyse; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Diskursanalyse
Abstract	To overcome the anthropogenic and global issues facing humanity today, young people will require a level of democracy, citizenship and altruism that is lacking in our current education system and is often antagonistic to the dominant neoliberal values, structures and underlying assumptions of our increasingly globalized education systems. This article explores the inherent tension between education for sustainable development within a neoliberal political and economic system, through conducting post-structural policy analysis on SDG 4--Target 4.7. This process highlights a highly politicized education development agenda that problematizes both the current state of the world and global education systems as failing to equip young people with the knowledge and skill necessary to promote sustainable development. This leads to a range of discursive and lived effects including the increased reliance on transnational organizations, increasing performativity in schools and the subjectification of teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01