Global polity in adult education and UNESCO: landmarking, brokering, and framing policy

In: Milana , M 2016 , ' Global polity in adult education and UNESCO: landmarking, brokering, and framing policy ' , Globalisation, Societies and Education , vol. 14 , no. 2 , pp. 203-226 . https://doi.org/10.1080/14767724.2015.1010437

Abstract

Taking into account the complexity and multidimensionality of local-global interconnections, the author argues for the adoption of a global polity perspective in adult education, which is applied to study mobilization processes that occur through UNESCO. The findings point to three processes, neither within nor outside, but across geo-political borders and professional interests: 'landmarking', by which a shared sense of a common past in adult education is created; 'brokering', which helps shape a common future direction in adult education; and 'framing', which is used to convert ideational landscapes into material government-led actions. Both the theoretical perspectives and the analytical insights presented here could be used in analogous studies in other areas of education or with a focus on different political actors.