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Equity, ambition, and omission: can the sustainable development goals be sustained? (parts I and II)
Mon, April 15, 8:00 to 9:30am, Hyatt Regency, Floor: Bay (Level 1), Bayview BGroup Submission Type: Refereed Round-Table Session
Proposal
This two-strand roundtable discussion features chapter authors from the forthcoming SDG Big Book, an edited volume featuring diverse and critical perspectives on the ambitious SDGs and their targets, the hope for increased equity in education worldwide, and the omissions in design and policy that may make the 2030 vision unreachable. Part I of the panel discussion features authors who focus on national and international tensions that will be created in the rollout of the SDGs, including the finance of education, large-scale assessment, and the role of private partners in educational reform processes. Part II focuses on the tensions of inclusion and exclusion of specific populations and implications of the SDGs for mother-tongue learners, girls, and children with disabilities.
Sub Unit
Chair
Individual Presentations
Financing SDG 4: Context, Challenges, and Solutions - Tanvir Muntasim, ActionAid; David Archer, ActionAid
Partners in assessment. New actors and changing alliances in the construction of a global field - Clara Fontdevila, Universitat Autònoma de Barcelona
Education for all open for business? SDGs and public goods vs. private goods - Alexandra Draxler, NORRAG
A critical exploration of how language-of-instruction choices affect educational equity - Lizzi Okpevba Milligan, University of Bath; Zubeda Desai, University of Western Cape; Carolyn J. (Carol) Benson, Teachers College, Columbia University
Gender equality, education and development: tensions between global and national policy discourses in postcolonial contexts - Naureen Durrani, University of Sussex; Anjum Halai, Aga Khan University
Sustainable Development Goals and a Plural-Relational Approach to Inclusive Education Policy - Christopher Johnstone, University of Minnesota; Matthew Schuelka, University of Birmingham; Ghada Swadek, University of Minnesota