With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy of and for elites. This study of UNESCO Associated Schools, located in Brazil and Canada, identified how educators negotiate contradictory global agendas and employ UNESCO ideals of a peaceful world, human rights and democracy, and a healthy environment to create a platform for citizenship education. While there is no package of liberation and transformational education that comes with being a UNESCO Associated School, there is encouraging evidence that educators are working in creative and critical ways to educate toward more engaged citizens who are capable of contributing to a strengthened public sphere. This article compares the Brazilian and Canadian experiences with the UNESCO Associated Schools project, and examines both commonalities and differences. While global neoliberalized governance structures define much of what happens even in local contexts, the schools in this study demonstrated innovative ways in which citizenship education can be a pathway to understanding and resisting destructive global agendas while, simultaneously, maintaining a critical global awareness and citizenship engagement. Recommendations are made for citizenship education that prepares activist citizens to participate in a pubic sphere that challenges normative elitism and opens possibilities for a justice to be the common foundation of public engagement.

The text discusses the polysemy of the term governance in different fields of knowledge, with a particular emphasis on the field of Education. Then, it discusses the state-of-the-art of governance in the education area, from an analytical-descriptive literature review based on content analysis. This paper analyzes governance in specialized literature by conducting a survey of the papers found in the databases of the Scientific Electronic Library Online and the Brazilian Digital Library of Theses and Dissertations during the period 2004–2015. The results indicate that the term governance has been increasingly used in discussions about changes in the state’s role and the phases of educational public policies, by force of the public-private partnerships. However, there is also a need to broaden the debate on educational governance in Brazilian academic circles, in view of the limited number of studies identified.

When market logic and commodification of education prevails, education is treated as a negotiable product, governed by the rules of trade and influenced by competition. This is very different from the concept of internationalization of higher education -whose essence is the academic cooperation, institutional solidarity, and freedom of thought (Dias Sobrinho, 2010). AbstractThis article discusses how the ongoing processes of globalization are creating educational policies that pertain to, or are deliberately attached to the internalization of higher education in Brazil. With that being the case, these policies have become predicated on market based agreements, and have thus become important components of the overall commercialization of education as a service that should be available to those who have the means to claim it. It is with this reality that education may no longer been seen as a fundamental human right, but as something that is available in the general market of global exchanges and transactions. The paper critically the important interplays of these and related issues, and weighs the neoliberal versions of education against possible systems of learning that afford people their social and citizenship rights.

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