可持续发展目标 4 中点的关键视角:优质全民教育--进展、持续存在的差距、存在问题的模式以及通往 2030 年的道路

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
D. Brent Edwards Jr , M. Niaz Asadullah , Amber Webb
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引用次数: 0

摘要

这篇社论介绍了联合国可持续发展网络可持续发展目标学院提议出版的特刊中收录的 27 篇论文,特刊的主题是可持续发展目标 4:2030 年中期全民优质教育的性质、程度和进展所面临的挑战。问题范例,以及实现可持续发展目标 4 的潜在途径。本特刊由全球治理、国际发展教育和比较教育领域的知名学者和从业人员撰写,除了提出相关方在实现可持续发展目标 4 和未来全球目标的过程中应努力解决的问题和提出(有时是令人不舒服的)疑问外,还反思了世界已经取得的进展,澄清了阻碍进展的根本障碍,并就前进的道路提出了建议。评论集中于五个相互关联的主题。这些主题不仅与可持续发展目标 4 的进展有关,而且还与关键条件(能力)、过程(衡量)和背景(如弱势背景)有关,这些都与如何在可持续发展目标 4 上取得进展或是否有必要采取不同方法(地缘政治和/或本质上的地方特性)的辩论相关。本文最后鼓励读者自行决定他们认为哪些论点更有说服力。我们鼓励读者思考为什么某个论点或推理思路可能更能引起共鸣,并思考引起共鸣的原因是什么。我们建议每一位读者、我们每一个人,在反思我们所采取或赞成的立场、原因以及我们对这些问题的回答遗漏了哪些声音或观点时,也要做一些工作。正如本特刊的文章所表明的,没有简单的答案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Critical perspectives at the mid-point of Sustainable Development Goal 4: Quality education for all—progress, persistent gaps, problematic paradigms, and the path to 2030

This editorial essay introduces the 27 papers included in the special issue proposed by the SDG Academy of the U.N. Sustainable Development Network on the nature, extent, and challenges to progress towards SDG 4: Quality Education for All at the mid-point of the 2030 campaign. Problematic paradigms, and potential pathways towards achieving Sustainable Development Goal 4. With contributrions from leading scholars and practitioners working in the areas of global governance, international development education, and comparative education, this special issue reflects on how far the world has come, provides clarity on what the fundamental obstacles to progress have been, and offers suggestions for ways forward, in addition to raising issues and posing (at times, uncomfortable) questions with which stakeholders should grapple as they work towards SDG 4—and future global goals. The commentaries are focused on five inter-connected themes. These themes relate not only to progress on SDG 4 but also to the key conditions (capacity), processes (measurement), and contexts (e.g. vulnerable contexts) that are relevant to debates about how to make progress on SDG 4, or whether a different approach (geo-political and/or onto-epistemic in nature) is necessary. This essay concludes by encouraging the reader to decide for themselves which arguments they see as being more persuasive. We wouldencourage readers to reflect on why one argument or line of reasoning may resonate more or less—and to consider what the cause of that resonance could be. It is suggested that each reader, each of us, also has work to do when it comes to reflecting on the positions that we take or favor, why, and which voices or perspectives are left out by our answers to these questions. As the contributions to this special issue suggest, there are no easy answers.

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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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