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Global competencies and the diversity paradox: Implications for SDG 4.7 - 24 October 2022

This event was part of the CPPR Lunchtime Seminar series.

Please note that this event has passed.

Sustainable Development Goal 4, target 7 asserts by 2030 all learners will acquire knowledge and skills needed to promote sustainable development, including among others, through education for sustainable development (ESD), global citizenship (GCE), and appreciation of cultural diversity. Yet, both ESD and GCE have been critiqued for reproducing colonial relations of power through assuming an ‘us’ who learns about and solves global problems and a ‘them’ who have the problems and need help (Sund & Pashby, 2020; Pashby & Sund, 2019).

In this talk, Professor Pashby will draw on critiques of global competence to raise the ‘diversity dilemma’ at the heart of SDG 4.7. Researchers have raised concerns about the OECD’s global competencies framework for its eurocentrism and reproduction of north/south hierarchies (Grotlüschen, 2018) and for imposing a sort of global consensus on what is a greatly contentious concept. The diversity paradox builds from these critiques by raising the tension of ‘who’ is assumed to be the learner/subject of global competence and ‘who’ is the source/object of intercultural competency learning (Idrissi, Engel & Pashby, 2020; Pashby, 2012).

Professor Pashby will then consider what research mapping interfaces orientations to GCE and specifically research in critical GCE contribute to unpacking these tensions (Pashby et al., 2020). She will end by considering bridges between GCE and ESD through ethical global issues pedagogy, an approach she has developed along with Dr Louise Sund through recent funded research with teachers that connects decolonial conceptual resources and classroom practice (Pashby, Sund and Costa, forthcoming).

Speaker: Professor Karen Pashby

Karen Pashby is Professor of Global Citizenship Education at Manchester Metropolitan University. She teaches undergraduates and postgraduates in the School of Childhood, Youth and Education Studies and is a core member of the Education and Social Research Institute and co-lead of the Education and Global Futures Research Group. She is Adjunct Professor in the Department of Educational Policy Studies at University of Alberta and Docent in the Faculty of Educational Sciences at University of Helsinki. 

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