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ERIC Number: EJ1138994
Record Type: Journal
Publication Date: 2017-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: EISSN-1740-2743
For Function or Transformation? A Critical Discourse Analysis of Education under the Sustainable Development Goals
Brissett, Nigel; Mitter, Radhika
Journal for Critical Education Policy Studies, v15 n1 p181-204 Mar 2017
We conduct a critical discourse analysis of the extent to which Sustainable Development Goal 4, "to ensure inclusive and equitable quality education for all and promote lifelong learning," promotes a utilitarian and/or transformative approach to education. Our findings show that despite transformative language used throughout the Agenda, the SDGs primarily espouse a pro-growth model of development and a utilitarian approach to education. We conclude that for SDG 4 to contribute to sustainable development and transformation, there must be a shift in the dominant educational discourse so that issues of social and environmental justice are placed at the heart of educational priorities. Ultimately, we present a cautionary note to the euphoria surrounding these goals by exposing the extent to which SDG4 is inconsistent with transformative education.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A