The education Sustainable Development Goal and the generative power of failing metrics

Abstract The article traces the development of epistemic infrastructure education sustainable goal (SDG) in order to examine ways that incremental buildup discourse, technical expertise, and necessary—although always fragile—alliances facilitated a paradigmatic policy shift field education: This is move from measurement schooling learning. Through an analytical lens examines entanglement material, semiotic, political temporal/spatial elements infrastructure, shows how 4 (SDG4) as enabled fundamental reorientation global governance. discusses quantification, despite—and often thanks to—its failings, folded contested discourses, decision-making, politics, ideas into its processes. Thus, paper argues making SDG4 represents shift; one not only be traced prioritization learning outcomes but also very production public through work SDGs infrastructures.