International Development, Community, and Environment

Title

For Function or Transformation? A Critical Discourse Analysis of Education Under the Sustainable Development Goals

Document Type

Article

Abstract

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 truly 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, present a cautionary note to the euphoria surrounding these goals by exposing the extent to which SDG4 is inconsistent with transformative education.

Publication Title

Journal for Critical Education Policy Studies

Publication Date

3-1-2017

Volume

15

Issue

1

First Page

181

Last Page

204

ISSN

2051-0969

Keywords

critical discourse analysis, education policy, Sustainable Development Goals, SDGs, transformation, Utilitarian

Disciplines

Development Studies | Education | Social and Behavioral Sciences

Share

COinS