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      Becoming critical: A challenge for the Global Learning Programme?

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          Abstract

          The Global Learning Programme in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and post-structuralist theories. After introducing the GLP, Biccum's argument, and indicators of the neo-liberalization of education for sustainable development, it examines the potential of these two theories to inform critical pedagogy. It then evaluates the GLP's core guidance, assessing the extent to which it reflects the indicators and whether it is likely to promote such pedagogy. It concludes by outlining some research questions.

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          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          IOE Press
          1756-5278
          31 March 2017
          : 8
          : 3
          : 63-84
          Article
          1756-5278(20170331)8:3L.63;1- s5.phd /ioep/ijdegl/2017/00000008/00000003/art00005
          10.18546/IJDEGL.8.3.05
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          International Journal of Development Education and Global Learning
          Volume 8, Issue 3

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