Problematizing Discourse on Poverty and Social Justice : A critical analysis of the knowledge production of SDG education materials in the context of Nord Anglia Education

Abstract: Education has an important role in working towards equity and social justice. Education is assigned the role to balance out inequalities in education, and to provide people with opportunity for social mobility. This thesis seeks to critically explore international curricula in the context of an international private school company. The theoretical framework of this study is drawn on moral philosophy (Pogge), intersectionality and transnational feminist theory (Mohanty and Nancy Fraser), and previous critical knowledge on globalisation, international schools, social inequality and social justice. This study seeks to conceptualize a critical position towards the neoliberal agenda organizing globalization and argues that the current system actively maintains social inequality and poverty. It takes a stance against the globalizing, neoliberal, capitalist economy, claiming that it is inherently hierarchical, maintains the current hegemonic status quo between the social classes, and deprives big groups of people of their basic human rights. Furthermore, this thesis claims that educational actors have moral responsibility in striving for a more equal society. The scope of the research is the discourse on poverty and social justice created by an international, private school company, Nord Anglia Education and by educational materials for the United Nations Sustainable Development Goals.