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Learning to be global citizens: The rationalities of fair-trade education

Pykett, J.; Cloke, P.; Barnett, C.; Clarke, N. and Malpass, A. (2010). Learning to be global citizens: The rationalities of fair-trade education. Environment and Planning D: Society and Space, 28(3) pp. 487–508.

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The ethics of everyday consumption has become a key concern for social and environmental justice campaigning by NGOs in the United Kingdom. Schools are a prominent site for such campaigns, where, alongside other ‘controversial issues’ and initiatives such as citizenship education, the problematisation of consumption practices has developed its own distinctive set of pedagogical devices. This paper questions the analytical framing of education as a space of neoliberal subjectification, in which ‘critical pedagogy’ is seen as the only legitimate form of resistance within theoretical models of domination – subordination and governmentality. The institutionalisation of fair-trade education in schools in Bristol, a city in the southwest of England, is presented as an empirical case through which to consider how best to theorise the rationalities of consumption-oriented campaigning by NGOs. We discuss the consequences of problematising global responsibility where learning is seen as a performative encounter between reflexive actors situated in particular sociocultural environments.

Item Type: Journal Item
Copyright Holders: 2010 Pion
ISSN: 1472-3433
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetESRC (Economic and Social Research Council)
Not SetNot SetAHRC (Arts & Humanities Research Council)
Keywords: ethical consumption; fair trade; governmentality; education;
Academic Unit/School: Faculty of Arts and Social Sciences (FASS) > Social Sciences and Global Studies
Faculty of Arts and Social Sciences (FASS)
Research Group: OpenSpace Research Centre (OSRC)
Item ID: 21490
Depositing User: Clive Barnett
Date Deposited: 02 Jun 2010 09:03
Last Modified: 06 Aug 2019 22:53
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