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      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.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            IOE Press
            1756-5278
            31 March 2017
            : 8
            : 3
            : 63-84
            Article
            1756-5278(20170331)8:3L.63;1- s5.phd /ioep/ijdegl/2017/00000008/00000003/art00005
            10.18546/IJDEGL.8.3.05
            44a5c1ed-20d5-4056-90fe-d42925e1d416
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            CRITICAL EDUCATION,CRITICAL PEDAGOGY,HEGEMONY,IDEOLOGY,MARXISM,POLITICS,POST-STRUCTURALISM,PUBLIC–PRIVATE PARTNERSHIPS,GLOBAL LEARNING,CRITICAL THEORY,GLOBAL EDUCATION REFORM,EDUCATION POLICY

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