6: Eco-Schools for Rich and Poor: The Biopolitical Divide

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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.

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