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

Matthew Schulte
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Matthew Schulte: Matthew Schulte, University of Bath, Claverton Down, Bath, United Kingdom. E-mail: mjs243@bath.ac.uk

Journal of Education for Sustainable Development, 2022, vol. 16, issue 1-2, 80-101

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.

Keywords: Neoliberalism; education; sustainable development (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:16:y:2022:i:1-2:p:80-101

DOI: 10.1177/09734082221118621

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