A postcolonial feminist critique of the 2030 Agenda for Sustainable Development: A South African application

Struckmann, Christiane

doi:10.1080/10130950.2018.1433362

Cited by 98 publications

(33 citation statements)

References 28 publications

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“…Weitz et al (2018) highlight the strong positive influence that some gender related targets have for the achievement of other goals. Gender equality is often conceived narrowly in development strategies (Miller and Razavi 1995;Struckmann 2018), and Hierarchical cluster analysis (HCA) categorization of types of goals related to how the seed initiatives engage with them. Labels (very low, low, high and very high) summarized the mean values of the clusters for the 5 variables considered in the HCA this matches the pattern we see in our sample in which many of the seeds only address one or a few gender equality related targets rather than many, for example, accounting for a certain percentage of women participants in the project, giving micro-credits for fostering women entrepreneurship, creating green-business opportunities for women to work or developing business skill training programs for women.…”

Section: Different Ways Local Initiatives Are Addressing the 2030 Agendamentioning

confidence: 99%

Local lens for SDG implementation: lessons from bottom-up approaches in Africa

et al. 2019

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The Anthropocene presents a set of interlinked sustainability challenges for humanity. The United Nations 2030 Agenda has identified 17 specific Sustainable Development Goals (SDGs) as a way to confront these challenges. However, local initiatives have long been addressing issues connected to these goals in a myriad of diverse and innovative ways. We present a new approach to assess how local initiatives contribute to achieving the SDGs. We analyse how many, and how frequently, different SDGs and targets are addressed in a set of African initiatives. We consider goals and targets addressed by the same initiative as interacting between them. Then, we cluster the SDGs based on the combinations of goals and targets addressed by the initiatives and explore how SDGs differ in how local initiatives engage with them. We identify 5 main groups: SDGs addressed by broad-scope projects, SDGs addressed by specific projects, SDGs as means of implementation, cross-cutting SDGs and underrepresented SDGs. Goal 11 (sustainable cities & communities) is not clustered with any other goal. Finally, we explore the nuances of these groups and discuss the implications and relevance for the SDG framework to consider bottom-up approaches. Efforts to monitor the success on implementing the SDGs in local contexts should be reinforced and consider the different patterns initiatives follow to address the goals. Additionally, achieving the goals of the 2030 Agenda will require diversity and alignment of bottom-up and top-down approaches.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Different Ways Local Initiatives Are Addressing the 2030 Agendamentioning

confidence: 99%

Local lens for SDG implementation: lessons from bottom-up approaches in Africa

et al. 2019

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“…45,46 The emphasis on formalization in the SDGs reflects the role of powerful, well-funded civil society organizations, largely from rich and middle-income countries 47,48 and too often lacking representation of workers. 20 Official ''invited spaces of participation'' 49 often limit dissent, discourage critical examination of underlying economic imaginaries, and carry unspoken, exclusionary codes of acceptable behavior that reflect elite norms, values, behaviors, and codes of dress. Not uncommonly, policy elites interpret expressions of worker power as illegitimate, such as waste pickers blockading dumps to protect their livelihoods.…”

Section: Informal Work and (Un)sustainable Citiesmentioning

confidence: 99%

Informal Work and Sustainable Cities: From Formalization to Reparation

Tucker

Anantharaman

2020

One Earth

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Informal workers produce economic, social, and environmental value for cities. Too often, policy elites, including those promoting sustainable cities, overlook this value, proposing formalization and relying on deficit-based framings of informal work. In this perspective piece, we bring critical research and community-produced knowledge about informal work to sustainability scholarship. We challenge the dominant, deficit-based frame of informal work, which can dispossess workers, reduce their collective power, and undercut the social and environmental value their work generates. Instead, thinking historically, relationally, and spatially clarifies the essential role of informal work for urban economies and highlights their potential for promoting sustainable cities. It also reveals how growth-oriented economies reproduce environmental destruction, income inequality, and poverty, the very conditions impelling many to informal work. Rather than formalization, we propose reparation, an ethic and practice promoting ecological regeneration, while redressing historic wrongs and redistributing resources and social power to workers and grassroots social movements.

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“…In a similar vein, several scholars and civil society representatives have criticised the SDGs for buttressing the status quo (Smith 2018), adhering to a neoliberal framework (Struckmann 2018), and failing to address "structural power relations" (Esquivel 2016). Jeffrey Smith (2018) points to the glaring absence of the word "democracy" in the 17 SDGs.…”

Section: Concluding Remarks: the Lack Of A Transformative Visionmentioning

confidence: 99%

Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education?

Elfert

2019

Int Rev Educ

114

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This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education (ALE) in the context of the global Education 2030 agenda, which is aligned with the Sustainable Development Goals (SDGs) launched in 2015 by the United Nations. Whereas the Millennium Development Goals (MDGs) focused on primary education, the SDGs, through SDG 4 which is devoted to education, call on Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". The inclusion of lifelong learning has awakened hopes for a stronger role of ALE in global education agendas and policies. In principle, the ten targets of SDG 4 open up clear possibilities for ALE. However, the author cautions that there is cause for scepticism that ALE, in particular human rights-based ALE, will receive more attention under the SDGs than it did under the MDGs. The article is structured into three sections. The first section traces the emergence of a rights-based approach to adult education as an international paradigm, with particular attention given to the role of UNESCO. The second section discusses how the rights-based approach to adult education has been contested by other actors in the field of education for development. In the final section, the author draws on recent empirical data to reflect on the role of ALE in the age of the SDGs. Keywords lifelong learning • adult learning and education (ALE) • Sustainable Development Goals (SDGs) • education as a human right • UNESCO • literacy Résumé Apprentissage tout au long de la vie dans l'Objectif 4 de développement durable : quelle importance pour l'approche de l'apprentissage et de l'éducation des adultes fondée sur les droits que préconise l'UNESCO ?-Cet article s'appuie sur une ana

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A postcolonial feminist critique of the 2030 Agenda for Sustainable Development: A South African application

Cited by 98 publications

References 28 publications

Local lens for SDG implementation: lessons from bottom-up approaches in Africa

Local lens for SDG implementation: lessons from bottom-up approaches in Africa

Informal Work and Sustainable Cities: From Formalization to Reparation

Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education?

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