In 2015, Pakistan committed to United Nations Sustainable Development Goal 4's provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of…

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework.…

Global events such as the COVID-19 pandemic, the climate emergency campaigns and the Black Lives Matter movements have recently posed challenges for educationalists about their role, particularly in relation to promoting positive visions of the future. Development education and global learning has a major contribution to make within these agendas,…

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values…

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers' personal and professional commitment to global…

Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their…

Germany has only recently started to discuss the possible contribution, on a conceptual basis, of post-colonial theory to development education. Drawing on key policy papers, this article explores how post-colonial and antiracist critiques of German development education have changed the field in the past decade. It first provides the history of…

The Global Learning Programme (GLP) 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…

This article discusses CLICK, a collaborative theatre project between the Mess Up The Mess Theatre Company in Wales, the Hong Kong Academy for Performing Arts, the Australian Theatre for Young People, and Inspired Productions in New Zealand. This case study demonstrates the value of using arts education to bring together young people from multiple…

The interaction of leadership, collaboration, and networking in the development of Education for Sustainable Development and Global Citizenship (ESDGC) is examined in five north Wales primary schools noted for their ESDGC development. Strong leadership and considerable, but varying, forms of distributed leadership were found in each of the…