Education has an important role in working towards equity and social justice. Education is assigned the role to balance out inequalities in education, and to provide people with opportunity for social mobility. This thesis seeks to critically explore international curricula in the context of an international private school company. The theoretical framework of this study is drawn on moral philosophy (Pogge), intersectionality and transnational feminist theory (Mohanty and Nancy Fraser), and previous critical knowledge on globalisation, international schools, social inequality and social justice. This study seeks to conceptualize a critical position towards the neoliberal agenda organizing globalization and argues that the current system actively maintains social inequality and poverty. It takes a stance against the globalizing, neoliberal, capitalist economy, claiming that it is inherently hierarchical, maintains the current hegemonic status quo between the social classes, and deprives big groups of people of their basic human rights. Furthermore, this thesis claims that educational actors have moral responsibility in striving for a more equal society. The scope of the research is the discourse on poverty and social justice created by an international, private school company, Nord Anglia Education and by educational materials for the United Nations Sustainable Development Goals.

The bulk of the literature on the New Public Management (NPM) has been blind to the moral dimension of the market-oriented reforms of the public sector. However, this thesis studies the potential for institutional arrangements such as financial incentives and other market mechanisms to undermine intrinsic, moral motivation among both“producers” and “consumers” of tax-financed welfare services. The first paper demonstrates how the promotion of NPM-like ideas by various left-wing and right-wing agents after 1968 led to the erosion of a professional ethos among Swedish teachers. The second paper shows how an ill-conceived school voucher reform in Sweden, implemented under the banner of NPM, has encouraged moral hazard on the part of schools. The thesis demonstrates an ecumenism between the left and right that with few exceptions has been overlooked in political science. It also demonstrates that public administration systems that have adopted market-oriented reforms need morality in order to function in accordance with the principles underlying these institutions. / <p>The series name, <em>Linköping Studies in Arts and Science Thesis,</em> is incorrect. Correct series name is FiF-avhandling.</p>

This work is focused on ethics education for pupils of older school age. The first part is theoretical, the basic definitions are presented here. Older school age is described from a view of evolutionary psychology and also changes typical for this age are mentioned. The work deals with the position of the ethics education for older school age in the curricula of the Czech Republic and it presents different views on this topic. The practical part concerns the research of the ethics education for older school age in district of Tábor. The final section provides commentary of the results of the research survey among teachers of the ethics education for older school age and it analyses the obtainech infomation.