Search

This article takes a critical look at the practices and foundations of global governance and global campaigns such as the Sustainable Development Goals (SDGs). It does so by discussing the case of global citizenship education (GCEd). In addition to highlighting severe limitations related to the practice and monitoring of GCEd, it makes explicit the onto-epistemic assumptions that are embedded in these structures, but which are infrequently acknowledged—and are thus "hiding in plain sight." It shows that common conceptions of GCEd hide the Christian-positivist-liberal-capitalist foundations from which GCEd and global governance have emerged and by which they are constrained. It argues that GCEd and global governance thus tend to serve as a force for exclusion rather than inclusion. • Makes explicit the onto-epistemic assumptions of global governance. • Clarifies the Christian-positivist-liberal-capitalist origins of these assumptions. • Examines the case of global citizenship education. • Addresses gaps in the practice and monitoring of global citizenship education. • Provides suggestions for moving forward inside and outside global goals. [ABSTRACT FROM AUTHOR]

• Curricular and programmatic features associated with positive outcomes were explored. • Outcomes showed positive changes in one's knowledge, attitudes/beliefs and behaviors. • Most effective curricula incorporated both theory and practice. • Curriculum relevant to learners' interests may contribute to positive outcomes. • Insufficient information is provided on learners' and institutional characteristics. Education for sustainable development (ESD) and global citizenship education (GCEd) have drawn ample attention, particularly following the adoption of the Sustainable Development Goals. This study aims to investigate the individual and institutional-level factors associated with the desired learning outcomes in these areas. The systematic review included 14 studies that documented statistically significant positive outcomes related to ESD and GCEd. The results highlight several factors that may enhance the effectiveness of teaching and learning in these areas. It revealed the need for future studies to address variables related to learners' characteristics and organizational/school contexts in the implementation of the curriculum. [ABSTRACT FROM AUTHOR]