Chapter 5 explored the (neo)liberal rationalities and techniques through which Eco-Schools is made governable globally. The present Chapter 6 closes in on local eco-schools and offers a comparative biopolitical analysis – between and across sites – of how the programme is unpacked in different socio-economic and geographical contexts. The chapter begins with a short introduction to the local eco-school settings in Sweden, South Africa, Rwanda and Uganda, where fieldwork was conducted. The subsequent analysis demonstrates how conceptions of local living conditions and sustainability problems affect implementation, and how globally standardized Eco-Schools themes are unpacked very differently in situ. The chapter further brings attention to the different roles that individuals and communities, as governmental categories, assume in discrete socio-economic and geographical contexts. Penultimately, the chapter engages with the elephant in the room – inequality – and how it is (or is not) handled in Eco-Schools implementation. What emerges from the overall analysis is an evident biopolitical pattern of distinctions between rich and poor populations which goes far beyond local variation.
Agamben, G. (1998) Homo Sacer: Sovereign Power and Bare Life, Redwood City: Stanford University Press.
Andreotti, V. and de Souza, L.M. (eds) (2012) Postcolonial Perspectives on Global Citizenship Education, New York: Routledge.
Andreou, N. (2020) ‘Towards a generation of sustainability leaders: Eco-Schools as a global green schools movement for transformative education’, in A. Gough, J.C.K. Lee and E.P.K. Tsang (eds) Green Schools Globally: Stories of Impact on Education for Sustainable Development, Cham: Springer, pp 31–45.
Atkinson, A.B. (2015) Inequality: What Can Be Done?, Harvard: Harvard University Press.
Ball, S.J. (2003) ‘The teacher’s soul and the terrors of performativity’, Journal of Education Policy, 18(2): 215–28.
Ball, S.J. (2012) Foucault, Power and Education, New York: Routledge.
Ball, S.J., Maguire, M. and Braun, A. (2012) How Schools Do Policy: Policy Enactments in Secondary Schools, New York: Routledge.
Barry, A., Osborne, T. and Rose N. (1996) Foucault and Political Reason: Liberalism, Neo-Liberalism, and Rationalities of Government, London: Routledge.
Bartlett, L. and Vavrus, F. (2017a) ‘Comparative case studies: An innovative approach’, Nordic Journal of Comparative and International Education, 1(1): 1–17.
Bartlett, L. and Vavrus, F. (2017b) Rethinking Case Study Research: A Comparative Approach, New York: Routledge.
Bengtsson S.L. (2022) ‘Critical education for sustainable development: Exploring the conception of criticality in the context of global and Vietnamese policy discourse’, Compare: A Journal of Comparative and International Education, 1–18, DOI: 10.1080/03057925.2022.2110841
Bengtsson, S.L. and Östman, L.O. (2013) ‘Globalisation and education for sustainable development: Emancipation from context and meaning’, Environmental Education Research, 19(4): 477–98.
Bengtsson, S.L. and Östman, L.O. (2016) ‘Globalisation and education for sustainable development: Exploring the global in motion’, Environmental Education Research, 22(1): 1–20.
Berryman, T. and Sauvé, L. (2016) ‘Ruling relationships in sustainable development and education for sustainable development’, The Journal of Environmental Education, 47(2): 104–17.
Birzeit University (2020a) Media Development Center. Last accessed 2 February 2024, from: https://www.birzeit.edu/en/news/media-development-center-wins-2021-unesco-japan-prize-education-sustainable-development
Birzeit University (2020b) Media Literacy Course Curriculum, Birzeit University.
Booth, D. (2012) ‘Aid effectiveness: Bringing country ownership (and politics) back in’, Conflict, Security & Development, 12(5): 537–58.
Brent Edwards Jr, D., Moschetti, M.C., Martin, P. and Morales-Ulloa, R. (2024) Education and Development in Central America and the Latin Caribbean: Global Forces and Local Responses, Bristol, UK: Bristol University Press.
Burchell, G., Gordon, C. and Miller, P. (1991) The Foucault Effect: Studies in Governmentality, Chicago: University of Chicago Press.
Butler, J. (1990) Gender Trouble: Feminism and the Subversion of Identity, New York: Routledge.
Bylund, L. and Knutsson, B. (2020) ‘The Who? Didactics, differentiation and the biopolitics of inequality’, Utbildning & Demokrati, 29(3): 89–108.
Bylund, L., Hellberg, S. and Knutsson, B. (2022) ‘“We must urgently learn to live differently”: The biopolitics of ESD for 2030’, Environmental Education Research, 28(1): 40–55.
Crossley, M. and Watson, K. (2003) Comparative and International Research in Education: Globalisation, Context and Difference, London: Routledge.
Dean, M. (2002) ‘Liberal government and authoritarianism’, Economy and Society, 31(1), 37–61.
Dean, M. (2010) Governmentality: Power and Rule in Modern Society (2nd ed), London: SAGE.
Dean, M. (2015) ‘The Malthus effect: Population and the liberal government of life’, Economy and Society, 44(1): 18–39.
Death, C. (2013) ‘Governmentality at the limits of the international: African politics and Foucauldian theory’, Review of International Studies, 39(3): 763–87.
Dillon, M. (2015) Biopolitics of Security: A Political Analytic of Finitude, New York: Routledge.
Duffield, M. (2007) Development, Security and Unending War: Governing the World of Peoples, Cambridge: Polity Press.
Eco-Schools (2024a) Eco-Schools. Last accessed 2 February 2024, from: https://www.ecoschools.global/
Eco-Schools (2024b) Seven Steps Towards an Eco-School. Last accessed 2 February 2024, from: https://www.ecoschools.global/seven-steps-methodology
Eco-Schools (2024c) Eco-Schools Themes. Last accessed 2 February 2024, from: https://www.ecoschools.global/themes
Eco-Schools (2024d) Eco-Schools Materials. Last accessed 2 February 2024, from: https://www.ecoschools.global/materials
Eckl, J. and Weber, R. (2007) ‘North–South? Pitfalls of dividing the world by words’, Third World Quarterly, 28(1): 3–23.
Fassin, D. (2009) ‘Another politics of life is possible’, Theory, Culture & Society, 26(5): 44–60.
FEE Eco-Schools (2017) Eco-Schools Handbook: Engaging the Youth of Today to Protect the Climate of Tomorrow, Copenhagen: Foundation for Environmental Education.
Foucault, M. (1980) Power/Knowledge: Selected Interviews and Other Writings 1972–1977, New York: Pantheon Books.
Foucault, M. (1982) ‘The subject and power’, Critical Inquiry, 8(4): 777–95.
Foucault, M. (1988) ‘Technologies of the self’, in L.H. Martin, H. Gutman and P.H. Hutton (eds) Technologies of the Self, Amherst: University of Massachusetts Press, pp 16–49.
Foucault, M. (1991a) Discipline and Punish: The Birth of the Prison, New York: Vintage Books.
Foucault, M. (1991b) ‘Governmentality’, in G. Burchell, C. Gordon and P. Miller (eds) The Foucault Effect: Studies in Governmentality, Chicago: Chicago University Press.
Foucault, M. (1997) ‘What is critique?’, in S. Lotringer (ed) The Politics of Truth, Los Angeles, CA: Semiotext(e), pp 23–82.
Foucault, M. (1998) The History of Sexuality Vol. 1: The Will to Knowledge, London: Penguin Books.
Foucault, M. (2003) Society Must Be Defended: Lectures at the Collège de France, 1975–1976, New York, Palgrave Macmillan.
Foucault, M. (2007) Security, Territory, Population: Lectures at the Collège de France, 1977–1978, New York: Palgrave Macmillan.
Foucault, M. (2008) The Birth of Biopolitics: Lectures at the Collège de France, 1978–1979, New York: Palgrave Macmillan.
Giroux, H.A. (2008) ‘Beyond the biopolitics of disposability: Rethinking neoliberalism in the new gilded age’, Social Identities, 14(5): 587–620.
González-Gaudiano, E. (2005) ‘Education for sustainable development: Configuration and meaning’, Policy Futures in Education, 3(3): 243–50.
González-Gaudiano, E. (2016) ‘ESD: Power, politics, and policy: “Tragic optimism” from Latin America’, The Journal of Environmental Education, 47(2): 118–27.
Gough, A. (2013) ‘The emergence of environmental education research: A “history” of the field’, in R.B. Stevenson, M. Brody, J. Dillon and A.E.J. Wals (eds) International Handbook of Research on Environmental Education, New York: Routledge, pp 13–22.
Gough, A. (2017) ‘Searching for a crack to let environment light in: Ecological biopolitics and education for sustainable development discourses’, Cultural Studies of Science Education, 12(4): 889–905.
Gough, A. (2021) ‘Education in the Anthropocene’, in C. Mayo (ed) Oxford Encyclopedia of Gender and Sexuality in Education, New York: Oxford University Press.
Gough, A., Russell, C. and Whitehouse, H. (2017) ‘Moving gender from the margin to the center in environmental education’, The Journal of Environmental Education, 48(1): 5–9.
Gough, A. and Whitehouse, H. (2019) ‘Centering gender on the agenda for environmental education research’, The Journal of Environmental Education, 50(4–6): 332–47.
Gough, N. (1997) ‘Globalisation and environmental education: A view from the South’, Southern African Journal of Environmental Education, 19: 40–6.
Gough, N. (2013) ‘Thinking globally in environmental education: A critical history’, in R. Stevenson, M. Broady, J. Dillon and A. Wals (eds) International Handbook of Research on Environmental Education, Washington DC: Routledge, pp 33–44.
Green Office Utrecht (2016) Green Office Business Plan 2.0, Utrecht: Universiteit Utrecht.
Hacking, I. (1986) ‘Making up people’, in T.C. Heller, M. Sosna and D.E. Wellbery (eds) Reconstructing Individualism: Autonomy, Individuality and the Self in Western Thought, Stanford, CA: Stanford University Press, pp 222–36.
Håll Sverige Rent (2022) Grön Flagg: Handbok, Stockholm: Håll Sverige Rent.
Hannerz, U. (1996) Transnational Connections: Culture, People, Places, London: Routledge.
Hansson, S. and Hellberg, S. (2015) ‘Power, freedom and the agency of being governed’, in S. Hansson, S. Hellberg and M. Stern (eds) Studying the Agency of Being Governed, London: Routledge, pp 35–47.
Hansson, S. and Hellberg, S. (2020) ‘The desire to locate political space: A methodological discussion’, Journal of Political Power, 13(3): 268–84.
Hansson, S., Hellberg, S. and Stern, M. (eds) (2015) Studying the Agency of Being Governed, London: Routledge.
Hasselskog, M. and Schierenbeck, I. (2017) ‘The ownership paradox: Continuity and change’, Forum for Development Studies, 44(3): 323–33.
Hellberg, S. (2014) ‘Water, life and politics: Exploring the contested case of eThekwini municipality through a governmentality lens’, Geoforum, 56: 226–36.
Hellberg, S. (2015) ‘Studying the governing of lives through bio-narratives’, in S. Hansson, S. Hellberg and M. Stern (eds) Studying the Agency of Being Governed, London: Routledge, pp 181–200.
Hellberg, S. (2017) ‘Water for survival, water for pleasure: A biopolitical perspective on the social sustainability of the basic water agenda’, Water Alternatives, 10(1): 65–80.
Hellberg, S. (2018) The Biopolitics of Water: Governance, Scarcity and Populations, New York: Routledge.
Hellberg, S. (2020) ‘Scarcity as a means of governing: Challenging neoliberal hydromentality in the context of the South African drought’, Environment and Planning E: Nature and Space, 3(1): 186–206.
Hellberg, S. (2023) ‘What constitutes the social in (social) sustainability? Community, society and equity in South African water governance’, Local Environment, (28)4: 459–75.
Hellberg, S. and Knutsson, B. (2018a) ‘Don efter population? Utbildning för hållbar utveckling och det globala biopolitiska GAPet’, Pedagogisk Forskning i Sverige, 23(3–4): 172–91.
Hellberg, S. and Knutsson, B. (2018b) ‘Sustaining the life-chance divide? Education for sustainable development and the global biopolitical regime’, Critical Studies in Education, 59(1): 93–107.
Hellberg, S., Knutsson, B. and Löwgren, S. (2024) ‘Governmentalities of automobility in times of climate change: Competing logics of circulation and imaginaries of the (im)possible’, Mobilities, 19(4): 773–88.
Hesselink, F., van Kempen, P.P. and Wals, A.E.J. (2000) ESDebate: International Debate on Education for Sustainable Development, Gland: IUCN.
Hewitt, M. (1983) ‘Biopolitics and social policy: Foucault’s account of welfare’, Theory, Culture & Society, 2(1): 67–84.
Hornborg, A. (2001) The Power of the Machine: Global Inequalities of Economy, Technology, and Environment, New York: AltaMira Press.
Huckle, J. and Wals, A.E.J. (2015) ‘The UN Decade of Education for Sustainable Development: Business as usual in the end’, Environmental Education Research, 21(3): 491–505.
Huggins, C. (2017) Agricultural Reform in Rwanda: Authoritarianism, Markets and Zones of Governance, London: Zed Books.
IMF (2024) Income Inequality: IMF’s Work on Inequality. Last accessed 2 February 2024, from: https://www.imf.org/en/Topics/Inequality/imfs-work-on-inequality
Jensen, B.B. (1995). ‘Concepts and models in democratic health education’, in B.B. Jensen (ed) Research in Environmental and Health Education, Copenhagen: The Royal Danish Institute of Educational Studies.
Jickling, B. (1992) ‘Why I don’t want my children to be educated for sustainable development’, The Journal of Environmental Education, 23(4): 5–8.
Jickling, B. and Wals, A.E.J. (2008) ‘Globalization and Environmental Education: Looking beyond sustainable development’, Journal of Curriculum Studies, 40(1): 1–21.
Kalabia (2024) Kalabia Environmental Education Program in Raja Ampat, West Papua. Last accessed 2 February 2024, from: kalabia.net
Kanbur, R. and Sumner, A. (2012) ‘Poor countries or poor people? Development assistance and the new geography of global poverty’, Journal of International Development, 24(6): 686–95.
Klafki, W. (1998) ‘Characteristics of critical-constructive didaktik’, in B.B. Gundem and S. Hopmann (eds) Didaktik and/or Curriculum, New York: Peter Lang, pp 307–30.
Klees, S.J. (2008) ‘A quarter century of neoliberal thinking in education: Misleading analyses and failed policies’, Globalisation, Societies and Education, 6(4): 311–48.
Knutsson, B. (2013) ‘Swedish environmental and sustainability education research in the era of post-politics?’, Utbildning & Demokrati, 22(2): 105–22.
Knutsson, B. (2014) ‘Smooth machinery: Global governmentality and civil society HIV/AIDS work in Rwanda’, Globalizations, 11(6): 793–807.
Knutsson, B. (2016) ‘Responsible risk taking: The neoliberal biopolitics of people living with HIV/AIDS in Rwanda’, Development and Change, 47(4): 615–39.
Knutsson, B. (2018) ‘Green machines? Destabilizing discourse in technology education for sustainable development’, Critical Education, 9(3): 1–18.
Knutsson, B. (2020) ‘Managing the GAP between rich and poor? Biopolitics and (ab)normalized inequality in South African education for sustainable development’, Environmental Education Research, 26(5): 650–65.
Knutsson, B. (2021) ‘Segmented prizing: Biopolitical differentiation in education for sustainable development’, Compare: A Journal of Comparative and International Education, 51(3): 431–47.
Knutsson, B. and Lindberg, J. (2019) ‘The post-politics of aid to education: Rwanda ten years after Hayman’, International Journal of Educational Development, 65: 144–51.
Kopnina, H. (2012) ‘Education for sustainable development (ESD): The turn away from “environment” in environmental education?’, Environmental Education Research, 18(5): 699–717.
Kopnina, H. (2014) ‘Revisiting education for sustainable development (ESD): Examining anthropocentric bias through the transition of environmental education to ESD’, Sustainable Development, 22(2): 73–83.
Kusi Kawsay (2024) Kusi Kawsay Andean School. Last accessed 2 February 2024, from: https://kusikawsay.org/kk/en/kusi-kawsay-andean-school/
Laclau, E. (1990) New Reflections on the Revolution of our Time, London: Verso.
Lazzarato, M. (2009) ‘Neoliberalism in action: Inequality, insecurity and the reconstitution of the social’, Theory, Culture & Society, 26(6): 109–33.
Leicht, A., Heiss, J. and Byun, W.J. (eds) (2018) Issues and Trends in Education for Sustainable Development, Paris: UNESCO.
Lemke, T. (2001) ‘“The birth of biopolitics”: Michael Foucault’s lecture at the Collège de France on neo-liberal governmentality’, Economy and Society, 30(2): 190–207.
Lemke, T. (2011) Biopolitics: An Advanced Introduction, New York: New York University Press.
Lewis, S. and Spratt, R. (2024) Assembling Comparison: Understanding Education Policy through Mobilities and Assemblage, Bristol, UK: Bristol University Press.
Li, T. (2007) The Will to Improve: Governmentality, Development, and the Practice of Politics, Durham: Duke University Press.
Little, P.C. (2015) ‘Sustainability science and education in the neoliberal ecoprison’, Environmental Education Research, 21(3): 365–77.
Lotz-Sisitka, H. (2011) ‘Teacher professional development with an education for sustainable development focus in South Africa: Development of a network, curriculum framework and resources for teacher education’, Southern African Journal of Environmental Education, 28: 30–71.
Luke, T.W. (1999) ‘Environmentality as green governmentality’, in E. Darier (ed) Discourses of the Environment, Malden: Blackwell Publishers, pp 121–51.
Mahler, D.G., Yonzan, N. and Lakner, C. (2022) The Impact of COVID-19 on Global Inequality and Poverty, Washington DC: World Bank.
Malm, A. and Hornborg, A. (2014) ‘The geology of mankind? A critique of the Anthropocene narrative’, The Anthropocene Review, 1(1): 62–9.
Malthus, T. (1798) An Essay on the Principle of Population, London: Dents and Sons.
Månsson, N. and Nordmark, J. (2015) ‘Den allmänna didaktikens gränser – Om möjligheter och begränsningar för en samhällsomvandlande didaktik’, Utbildning & Demokrati – Tidskrift för Didaktik och Utbildningspolitik, 24(3): 1–18.
Martinez–Alier, J. (1987) Ecological Economics: Energy, Environment and Society, Oxford: Blackwell Publishers.
Mayhew, S. (2004) ‘Governmentality’, in A Dictionary of Geography, Oxford: Oxford University Press.
McKenzie, J. (2001) Perform or Else: From Discipline to Performance, London: Routledge.
McKenzie, M. (2012) ‘Education for y’all: Global neoliberalism and the case for politics of scale in sustainability education policy’, Policy Futures in Education, 10(2): 165–77.
McLean, S. (2013) ‘The whiteness of green: Racialization and environmental education’, Canadian Geographies, 57(3): 354–62.
Mendenhall, M., Marchais, G., Sayed, Y. and Boothby, N. (2024) Education and Resilience in Crisis: Challenges and Opportunities in Sub-Saharan Africa, Bristol, UK: Bristol University Press.
Mickelsson, M., Kronlid, D.O. and Lotz-Sisitka, H. (2019) ‘Consider the unexpected: Scaling ESD as a matter of learning’, Environmental Education Research, 25(1): 135–50.
Milanović, B. (2016) Global Inequality: A New Approach for the Age of Globalization, Cambridge, MA: Harvard University Press.
Miller, H.K. (2018) ‘Developing a critical consciousness of race in place-based environmental education: Franco’s story’, Environmental Education Research, 24(6): 845–58.
Miller, P. and Rose, N. (2008) Governing the Present: Administering Economic, Social and Personal Life, Cambridge: Polity.
Monroe, M.C. (2012) ‘The co-evolution of ESD and EE’, Journal of Education for Sustainable Development, 6(1): 43–7.
Motala, S. (2009) ‘Privatising public schooling in post-apartheid South Africa – equity considerations’, Compare: A Journal of Comparative and International Education, 39(2): 185–202.
Mundy, K. (1998) ‘Educational multilateralism and world (dis)order’, Comparative Education Review, 42(4): 448–78.
NaDEET (2024a) Namib Desert Environmental Education Trust. Last accessed 2 February 2024, from: https://nadeet.org/
NaDEET (2024b) A conversation with Viktoria Keding. Last accessed 2 February 2024, from: https://nadeet.org/about-us
Nordtveit B.H. (2016) ‘Trends in comparative and international education: Perspectives from the Comparative Education Review’, Annual Review of Comparative and International Education, International Perspectives on Education and Society, 30: 27–37.
Nyberg, E. and Sanders, D. (2014) ‘Drawing attention to the “green” side of life’, Journal of Biological Education, 48(3): 142–53.
Oakeshott, D. (2024) Schooling, Conflict and Peace in the Southwestern Pacific: Becoming Enemy-Friends, Bristol, UK: Bristol University Press.
Oxfam (2019) Public Good or Private Wealth?, Oxford: Oxfam.
Pashby, K. and Sund, L. (2020) ‘Decolonial options and challenges for ethical global issues pedagogy in Northern Europe secondary classrooms’, Nordic Journal of Comparative and International Education, 4(1): 66–83.
Pedersen, H. (2021) ‘Education, anthropocentrism, and interspecies sustainability: Confronting institutional anxieties in omnicidal times’, Ethics and Education, 16(2): 164–77.
Pedersen, H., Windsor, S., Knutsson, B., Sanders, D., Wals, A.E.J. and Franck, O. (2022) ‘Education for Sustainable Development in the “Capitalocene”’, Educational Philosophy and Theory, 54(3): 224–27.
Pension Watch (2023) Pension watch: Social protection in older age. Last accessed 5 May 2023, from: http://www.pension-watch.net/
Peters, M.A. (2004) ‘“Performance”, “performativity” and the culture of performance: Knowledge management in the new economy (part 2)’, Management in Education, 18(2): 20–4.
Peters, M.A. (2007) ‘Foucault, biopolitics and the birth of neoliberalism’, Critical Studies in Education, 48(2): 165–78.
Peters, M.A. (2017) ‘From state responsibility for education and welfare to self-responsibilisation in the market’, Discourse: Studies in the Cultural Politics of Education, 38(1): 138–45.
Peters, M.A. and Besley, T. (eds) (2007) Why Foucault? New Directions in Educational Research, New York: Peter Lang Publishing.
Piketty, T. (2015) Capital in the Twenty-First Century, London: Belknap Press.
Prozorov, S. (2016) The Biopolitics of Stalinism: Ideology and Life in Soviet Socialism, Edinburgh: Edinburgh University Press.
Prozorov, S. (2019) Democratic Biopolitics: Popular Sovereignty and the Power of Life, Edinburgh: Edinburgh University Press.
Reid, J. (2012) ‘The disastrous and politically debased subject of resilience’, Development Dialogue, 58: 67–80.
Repo, J. (2015) The Biopolitics of Gender, Oxford: Oxford University Press.
Robertson, S. (2008) ‘Remaking the world: Neo-liberalism and the transformation of education and teachers’ labor’, in M. Compton. and L. Weiner (eds) The Global Assault on Teaching, Teachers and Their Unions, New York: Palgrave, pp 11–27.
Robottom, I. and Hart, P. (1995) ‘Behaviorist EE research: Environmentalism as individualism’, The Journal of Environmental Education, 26(2): 5–9.
Rose, N. (1996) ‘The death of the social? Re-figuring the territory of government’, Economy and Society, 25(3): 327–56.
Rose, N. (1999) Powers of Freedom: Reframing Political Thought, Cambridge: Cambridge University Press.
Rose, P. (2003) ‘From the Washington to the post-Washington consensus: The influence of international agendas on education policy and practice in Malawi’, Globalisation, Societies and Education, 1(1): 67–86.
Russel, S.G. (2018) ‘Global discourses and local practices: Teaching citizenship and human rights in postgenocide Rwanda’, Comparative Education Review, 62(3): 385–408.
Rutherford, S. (2007) ‘Green governmentality: Insights and opportunities in the study of nature’s rule’, Progress in Human Geography, 31(3): 291–307.
Sanchez, M. (2023) How Many Schools are There in the World? Last accessed 2 February 2024, from: https://www.saveourschoolsmarch.org/how-many-schools-are-there-in-the-world/
Sauvé, L., Brunelle, R. and Berryman, T. (2005) ‘Influence of the globalized and globalizing sustainable development framework on national policies related to environmental education’, Policy Futures in Education, 3(3): 271–83.
Sharma, P.K, Andreou, N. and Daa Funder, A.C. (2019) Changing Together: Eco-Schools 1994–2019, Copenhagen: Foundation for Environmental Education.
Sharma, P.K. and Madsen, K. (2021) Curricular Framework for Advancing Curricular Economy, Copenhagen: Foundation for Environmental Education.
Shava, S. (2011) ‘Power/knowledge in the governance of natural resources: A case study of medicinal plant conservation in the Eastern Cape’, Southern African Journal of Environmental Education, 28: 72–84.
Skoglund, A. (2014) ‘Homo Clima: The overdeveloped resilience facilitator’, Resilience: International Policies, Practices and Discourses, 2(3): 151–67.
Skoglund, A. and Börjesson, M. (2014) ‘Mobilizing juvenocratic spaces by the biopoliticization of children through sustainability’, Children’s Geographies, 12(4): 429–46.
Spaull, N. and Jansen, J.D. (eds) (2019) South African Schooling: The Enigma of Inequality. A Study of the Present Situation and Future Possibilities, Cham: Springer.
Spivak, G.C. (1999) A Critique of Postcolonial Reason: Toward a History of the Vanishing Present, Cambridge, MA: Harvard University Press.
Spreen, C.A. and Vally, S. (2006) ‘Education rights, education policy and inequality in South Africa’, International Journal of Educational Development, 26(4): 352–62.
Stanescu, J. (2013) ‘Beyond biopolitics: Animal studies, factory farms, and the advent of deading life’, PhaenEx, 8(2): 135–60.
Stapleton, S.R. (2020) ‘Toward critical environmental education: A standpoint analysis of race in the American environmental context’, Environmental Education Research, 26(2): 155–70.
Statista (2024) Education Worldwide – Statistics and Facts. Last accessed 2 February 2024, from: https://www.statista.com/topics/7785/education-worldwide/#topicOverview
Stevenson, R.B. (2007) ‘Schooling and environmental/sustainability education: From discourses of policy and practice to discourses of professional learning’, Environmental Education Research, 13(2): 265–85.
Sund, L. and Pashby, K. (2018) ‘“Is it that we do not want them to have washing machines?”: Ethical global issues pedagogy in Swedish classrooms’, Sustainability, 10(10): 3552.
Sundberg, M. (2016) Training for Model Citizenship: An Ethnography of Civic Education and State-Making in Rwanda, London: Palgrave.
Sylvester, C. (2006) ‘Bare life as a development/postcolonial problematic’, The Geographical Journal, 172(1): 66–77.
Tellmann, U. (2013) ‘Catastrophic populations and the fear of the future: Malthus and the genealogy of liberal economy’, Theory, Culture and Society, 30(2): 135–55.
Terranova, T. (2009) ‘Another life: The nature of political economy in Foucault’s genealogy of biopolitics’, Theory, Culture & Society, 26(6): 234–62.
Therborn, G. (2012) ‘The killing fields of inequality’, International Journal of Health Services, 42(4): 579–89.
Therborn, G. (2013) The Killing Fields of Inequality, Cambridge: Polity Press.
Thorbecke, E. and Charumilind, C. (2002) ‘Economic inequality and its socioeconomic impact’, World Development, 30(9): 1477–95.
Tikly, L. (2004) ‘Education and the new imperialism’, Comparative Education, 40(2): 173–98.
Tikly, L. (2020) Education for Sustainable Development in the Postcolonial World: Towards a Transformative Agenda for Africa, London: Routledge.
UN (2002) United Nations General Assembly Resolution 57/254.
UN (2003) United Nations General Assembly Resolution 58/219.
UN (2004) United Nations General Assembly Resolution 59/237.
UN (2014) United Nations General Assembly Resolution 69/211.
UN (2015) United Nations General Assembly Resolution 70/209.
UN (2017) United Nations General Assembly Resolution 72/222.
UN (2019a) The Sustainable Development Goals Report 2019, New York: United Nations.
UN (2019b) United Nations General Assembly Resolution 74/223.
UN (2020) World Social Report 2020: Inequality in a Rapidly Changing World, New York: United Nations.
UN (2024a) Goal 10: Reduce inequality within and among countries. Last accessed 2 February 2024, from: https://sdgs.un.org/goals/goal10
UN (2024b) Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Last accessed 2 February 2024, from: https://sdgs.un.org/goals/goal4
UN (2024c) Equality: Why it Matters? Last accessed 2 February 2024, from: https://www.un.org/sustainabledevelopment/wp-content/uploads/2018/09/Goal-10.pdf
UNDP (1992) Human Development Report 1992, New York: Oxford University Press.
UNESCO (2005) United Nations Decade of Education for Sustainable Development (2005–2014): International Implementation Scheme, Paris: UNESCO.
UNESCO (2012) Shaping the Education of Tomorrow: 2012 Report on UN Decade of Education for Sustainable Development, Paris: UNESCO.
UNESCO (2013) UNESCO General Conference 37C/Resolution 12.
UNESCO (2014a) Shaping the Future We Want: UN Decade of Education for Sustainable Development (2005–2014). Final Report, Paris: UNESCO.
UNESCO (2014b) Roadmap for Implementing the Global Action Programme on Education for Sustainable Development, Paris: UNESCO.
UNESCO (2014c) World Conference on Education for Sustainable Development opens in Aichi-Nagoya, Japan. Last accessed 2 February 2024, from: https://www.unesco.org/en/articles/world-conference-education-sustainable-development-opens-aichi-nagoya-japan
UNESCO (2016a) UNESCO Global Action Programme on Education for Sustainable Development: Information folder, Paris: UNESCO.
UNESCO (2016b) ‘Indonesia: The future is looking rosier’, ESD Success Stories, March 2016, Paris: UNESCO.
UNESCO (2016c) Japan winner of UNESCO education prize use ‘whole city’ approach to sustainable development. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20181206230929/http://www.unesco.org/new/en/media-services/single-view/news/japan_winner_of_unesco_education_prize_uses_whole_city/#.V_OlpWckq70
UNESCO (2016d) ‘GREEN IMPACT: The numbers speak for themselves’, ESD Success Stories, December 2016, Paris: UNESCO.
UNESCO (2016e) ‘Guatemala: Being the change they want to see’, ESD Success Stories, February 2016, Paris: UNESCO.
UNESCO (2016f) ESD Prize Blog 2015–2016. Last accessed 2 February 2024, from: https://en.unesco.org/prize-esd/blog1
UNESCO (2017a) Education for Sustainable Development Goals: Learning Outcomes, Paris: UNESCO.
UNESCO (2017b) Education for Sustainable Development in the context of Poverty: UNESCO Symposia on the Future of Education for Sustainable Development, 3rd Symposium, 13–15 June 2017, South Africa. Paris: UNESCO.
UNESCO (2017c) ‘CCREAD: Inspiring sustainability education project improves lives in Cameroon’, ESD Success Stories, June 2017, Paris: UNESCO.
UNESCO (2017d) UNESCO-Japan Prize on Education for Sustainable Development: Winners of 2017, Paris: UNESCO.
UNESCO (2017e) Zimbabwean ‘green oasis’ school wins UNESCO sustainability education prize. Last accessed 2 February 2024, from: https://en.unesco.org/news/zimbabwean-green-oasis-school-wins-unesco-sustainability-education-prize
UNESCO (2017f) ‘Okayama City: Public and private sectors united for ESD’, ESD Success Stories, January 2017, Paris: UNESCO.
UNESCO (2017g) UNESCO sustainability education prizewinner Zikra builds the future on the past. Last accessed 2 February 2024, from: https://www.gcedclearinghouse.org/news/unesco-sustainability-education-prizewinner-zikra-builds-future-past
UNESCO (2017h) Hard Rain Project wins UNESCO education prize with dazzling mix of arts and science. Last accessed 2 February 2024, from: https://www.unesco.org/en/articles/hard-rain-project-wins-unesco-education-prize-dazzling-mix-arts-and-science
UNESCO (2018a) UNESCO-Japan Prize on Education for Sustainable Development: The 2018 Laureates, Paris: UNESCO.
UNESCO (2018b) From Estonia to the world – a global clean-up movement wins UNESCO-Japan Prize. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20200529014230/https://en.unesco.org/news/estonia-world-global-clean-movement-wins-unesco-japan-prize
UNESCO (2019a) Framework for the Implementation of Education for Sustainable Development (ESD) Beyond 2019, Paris: UNESCO.
UNESCO (2019b) Teaching and Learning Transformative Engagement, Paris: UNESCO.
UNESCO (2019c) Education for Sustainable Development: Partners in Action – Global Action Programme (GAP) Key Partners’ Report (2015–2018), Paris: UNESCO.
UNESCO (2019d) UNESCO-Japan Prize on Education for Sustainable Development: The 2019 Laureates, Paris: UNESCO.
UNESCO (2019e) UNESCO-Japan Prize on Education for Sustainable Development: Winners of 2019. Last accessed 2 February 2024, from: https://www.youtube.com/watch?v=TpaCMbLRXBM
UNESCO (2019f) Amazon project using education to harness the value of uncut forest wins UNESCO prize. Last accessed 2 February 2024, from: https://www.unesco.org/en/articles/amazon-project-using-education-harness-value-uncut-forest-wins-unesco-prize
UNESCO (2020a) Education for Sustainable Development: A Roadmap, Paris: UNESCO.
UNESCO (2020b) Education for Sustainable Development: Partners in Action – Global Action Programme (GAP) Key Partners’ Report (2015–2019), Paris: UNESCO.
UNESCO (2021) UNESCO-Japan Prize on Education for Sustainable Development: The Laureates for 2021, Paris: UNESCO.
UNESCO (2022) Charter of National Commissions for UNESCO, Paris: UNESCO.
UNESCO (2023) What you need to know about education for sustainable development. Last accessed 2 February 2024, from: https://www.unesco.org/en/education-sustainable-development/need-know
UNESCO (2024a) Strategic planning, UNESCO´s mission. Last accessed 2 February 2024, from: https://fr.unesco.org/strategic-planning
UNESCO (2024b) Education for sustainable development. Last accessed 2 February 2024, from: https://www.unesco.org/en/sustainable-developmen/education
UNESCO (2024c) Education for Sustainable Development for 2030 Toolbox. Last accessed 2 February 2024, from: https://en.unesco.org/themes/education-sustainable-development/toolbox
UNESCO (2024d) UNESCO-Japan Prize on Education for Sustainable Development. Last accessed 2 February 2024, from: https://www.unesco.org/en/prizes/education-sustainable-development
UNESCO (2024e) Centre for Community Regeneration and Development. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20220325192533/https://en.unesco.org/prize-esd/2016laureates/ccread
UNESCO (2024f) Sihlengeni Primary School (Zimbabwe). Last accessed 2 February 2024, from: https://en.unesco.org/prize-esd/2017laureates/sihlengeni
UNESCO (2024g) Namib Dessert Environmental Education Trust (Namibia). Last accessed 2 February 2024, from: https://en.unesco.org/prize-esd/2018/nadeet
UNESCO (2024h) Jayagiri Centre. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20210404002714/https://en.unesco.org/prize-esd/2015laureats/jayagiri
UNESCO (2024i) Okayama ESD Promotion Commission. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20200530123326/https://en.unesco.org/prize-esd/2016laureates/okayama
UNESCO (2024j) Kalabia Foundation (Indonesia). Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20210629014334/https://en.unesco.org/prize-esd/2018/kalabia
UNESCO (2024k) Laureates of UNESCO-Japan Prize on Education for Sustainable Development. Last accessed 2 February 2024, from: https://www.unesco.org/en/prizes/education-sustainable-development/laureates
UNESCO (2024l) rootAbility. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20210404002754/https://en.unesco.org/prize-esd/2015laureats/rootAbility
UNESCO (2024m) National Union of Students. Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20200530123350/https://en.unesco.org/prize-esd/2016laureates/nus
UNESCO (2024n) Hard Rain Project (United Kingdom). Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20210624152121/https://en.unesco.org/prize-esd/2017laureats/hardrain
UNESCO (2024o) Let’s Do It Foundation (Estonia). Last accessed 2 February 2024, from: https://webarchive.unesco.org/web/20210629014212/https://en.unesco.org/prize-esd/2018/letsdoit
UNESCO (2024p) Asociación SERES. Last accessed 2 February 2024, from: https://en.unesco.org/prize-esd/2015laureats/seres
UNESCO (2024q) Priority Gender Equality. Last accessed 2 February 2024, from: https://www.unesco.org/en/gender-equality
Unterhalter, E. and North, A. (2018) Education, Poverty and Global Goals for Gender Equality: How People Make Policy Happen, New York: Routledge.
Unterhalter, E., Longlands, H. and Vaughan, R.P. (2022) ‘Gender and intersecting inequalities in education: Reflections on a framework for measurement’, Journal of Human Development and Capabilities, 23(4): 509–38.
Valters, C. (2014) Theories of Change in International Development: Communication, Learning, or Accountability? JSRP Paper 17: London.
Vatter, M. (2014) The Republic of the Living: Biopolitics and the Critique of Civil Society, New York: Fordham University Press.
Vavrus, F. and Bartlett, L. (2023) Doing Comparative Case Studies: New Designs and Directions, New York: Routledge.
Venn, C. (2009) ‘Neoliberal political economy, Biopolitics and colonialism: A transcolonial Genealogy of inequality’, Theory, Culture & Society, 26(6): 206–33.
VET Africa 4.0 Collective (2023) Transitioning Vocational Education and Training in Africa, Bristol, UK: Bristol University Press.
Walker, S., Tikly, L., Strong, K., Wallace, D. and Soudien, C. (2023) ‘The case for educational reparations: addressing racial injustices in sustainable development goal 4’, International Journal of Educational Development, 103, DOI: 10.1016/j.ijedudev.2023.102933
Wals, A.E.J. (2012) ‘Learning our way out of un-sustainability’, in S. Clayton (ed) The Oxford Handbook of Environmental and Conservation Psychology, New York: Oxford University Press, pp 628–44.
Walters, W. (2004) ‘Secure borders, safe havens, domopolitics’, Citizenship Studies, 8(3): 237–60.
WCED (1987) Our Common Future: Report of the World Commission on Environment and Development, Oxford: Oxford University Press.
Wells, K. (2011) ‘The politics of life: Governing childhood’, Global Studies of Childhood, 1(1): 15–25.
Widmalm, S. (2002) ‘Decentralisation and development: The effects of the devolution of power on education in India’, in M. Melin (ed) Education – A Way Out of Poverty?, Sida: Stockholm.
Wilkinson, R. G. (2005) ‘The impact of inequality’, Social Research, 73(2): 711–32.
Wilson, J. (2014) ‘Fantasy machine: Philantrocapitalism as an ideological formation’, Third World Quarterly, 35(7): 1144–66.
World Bank (2016) Taking on Inequality: Poverty and Shared Prosperity, Washington DC: World Bank.
World Bank (2018) Overcoming Poverty and Inequality in South Africa: An Assessment of Drivers, Constraints and Opportunities, Washington DC: World Bank.
World Bank (2022) Correcting Course: Poverty and Shared Prosperity, Washington DC: World Bank.
World Bank (2024) World Bank Country and Lending Groups. Last accessed 2 February 2024, from: https://datahelpdesk.worldbank.org/knowledgebase/articles/906519-world-bank-country-and-lending-groups
World Cleanup Day (2024) World Cleanup Day 2023. Last accessed 2 February 2024, from: https://www.worldcleanupday.org/
World Vision (2023) Unlock Literacy Project Model. Last accessed 15 May 2023, from: https://www.wvi.org/Education/unlock-literacy
Wrangel, C. (2014) ‘Hope in a time of catastrophe? Resilience and the future in bare life’, Resilience: International Policies, Practices and Discourse, 2(3): 183–92.
May 2022 onwards | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 19575 | 19575 | 18214 |
Full Text Views | 4 | 4 | 4 |
PDF Downloads | 0 | 0 | 0 |
Institutional librarians can find more information about free trials here