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From ‘the conscience of humanity’ to the conscious human brain: UNESCO’s embrace of social-emotional learning as a flag of convenience
16 references·0 citing·46 second hop
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References

  • 2014United Nations Children's Fund (UNICEF)1,402 cited
  • 2004The global politics of educational borrowing and lending889 cited
  • 2021Reimagining our futures together: a new social contract for education752 cited
  • 2018Social and emotional skills for student success and well-being191 cited
  • 2010UNESCO and the (One) World of Julian Huxley152 cited
  • 1999Educational multilateralism in a changing world order: Unesco and the limits of the possible145 cited
  • 2018Objectivity as standardization in data-scientific education policy, technology and governance138 cited
  • 2019Toward an international measure of global competence? A critical look at the PISA 2018 framework132 cited
  • 2019Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation?106 cited
  • 2019‘Better policies for better lives’?: constructive critique of the OECD’s (mis)measure of student well-being104 cited
  • 2019Psychodata: disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’99 cited
  • 2021Provincializing the OECD-PISA global competences project96 cited
  • 2015Brain science and early years policy: Hopeful ethos or ‘cruel optimism’?92 cited
  • 2014Developing Social-Emotional Skills for the Labor Market: The PRACTICE Model

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75 cited
  • 2017UNESCO’s Utopia of Lifelong Learning64 cited
  • 2019UNESCO’s utopia of lifelong learning: An intellectual history55 cited
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