The SDGs as a product of and mechanism for the global governance of education

Group Submission Type: Formal Panel Session

Proposal

Global governance as an area of study emerged in the later half of the 20th century as a result of the rise of common global challenges, increased economic and political interdependencies between nations, as well as the rise of the strength and influence of international and non-governmental organizations as norm-setters and global knowledge producers. This new world order has been described by some as “governance without government” (Rosenau & Czempiel, 1992, p. 5) with a range of diverse and evolving international and regional actors attempting to exercise authority (Robertson, 2012). In education, much attention has been given to the role the World Bank, UNESCO, and the OECD play in shaping national policy and global discourse. More recently, research has recognized the importance of intergovernmental organisations, the civil society, and the private sector in the global sphere. Some have questioned whether the increased heterogeneity of actors will reinforce hegemonic interests and the neoliberal economic model or whether it will diversify it and create the space for more inclusive and horizontal deliberations.

The Sustainable Development Goals (SDGs) have been applauded as one of the most inclusive consultations in the history of the UN (Naidoo, 2016), largely due to the engagement with a wide spectrum of stakeholders during its creation. This is due, in part, to the expanded focus on the SDGs relative to the previous global goals. For the SDG on education (SDG 4), this includes moving beyond a historical focus on basic education to include areas such as adult education, non-formal education, and lifelong learning. However, this increased consideration at the global level can lead to tension. The recognition of an expanded arena for education draws attention to and increases the legitimacy of different types and levels of education (Elfert, 2019). Yet, with the ability of indicators to govern behavior (Fontevilla, 2021), questions relating to power and influence arise as global indicators attempting to measure progress in these areas, such as SDG 4.3.1, attempt to standardize parts of education that have historically been more locally constructed and understood (King & Palmer, 2014).

This panel brings together authors for a forthcoming special issue of the International Review of Education. The presentations explore the various ways in which the SDGs effect education, as well as how the SDGs are representative of a global agenda for change. This collection draws attention to how the SDGs can be seen as both a product of global governance and a mechanism through which global governance influences nations and regions.

The panel will consist of a brief introduction by the chair, followed by 8 to 10 minute presentations from each author, and a 30 minute period for discussion with the audience.

Sub Unit

• Globalization & Education SIG

Organizer

• William C. Smith, University of Edinburgh

Chair

• melanie Ehren, Vrije Universiteit Amsterdam

Individual Presentations

• Gender, global governance and negotiations with soft power in advancing SDG 4 - Elaine Unterhalter, Centre for Education & International Development

• The Synchronic and Diachronic Evolution of Key Themes around SDG4 after 2015: From a Quantitative Analysis of Web-Downloaded Texts - Shoko Yamada, Nagoya University

• Prioritization of indicators in SDG 4: Voluntary national reviews as a tool of soft governance - William C. Smith, University of Edinburgh