This timely collection surveys and critiques studies of environmental and sustainability education (ESE) policy since the mid-1990s. The volume draws on a wide range of policy studies and syntheses to provide readers with insights into the international genealogy and priorities of ESE policy. Editors and contributors call for renewed attention to the possibilities for future directions in light of previously published work and innovations in scholarship. They also offer critical commentary on the evolution of research trends, approaches and findings.
Including a wide range of examples of ESE policy and policy research, the book draws on studies of educational initiatives and legislation, policy making processes and rhetoric, ideological orthodoxy and critique, curriculum making and educational theory, globalisation and neoliberalism, climate change and environmental worldviews, and much more.
In addition, introductory commentary from the editors traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. Throughout the collection, contributions illustrate how researchers might reimagine and reinvigorate policy research on ESE, including how working with other fields and diverse perspectives, ideas and expertise will aid the cross-fertilisation of a complex terrain of ideas, policy and practice. This book is based on a special issue of Environmental Education Research.
PrefaceEditorial Introduction1. The roots and routes of environmental and sustainability education policy research2. A Case Study of Dilemmas and Tensions: the writing and consultation process involved in developing a national guideline document for environmental education3. Science: an unreliable friend to environmental education?4. On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus5. Education policy mobility: reimagining sustainability in neoliberal times6. The Quest for Holism in Education for Sustainable Development7. Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate8. Unsettling orthodoxies: education for the environment/for sustainability9. Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education?10. Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines11. Education for Sustainable Development, governmentality and Learning to Last 12. The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria13. Pluralism in practice – experiences from Swedish evaluation, school development and research14. Environmental education policy research – challenges and ways research might cope with them15. Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders16. Globalisation and education for sustainable development: exploring the global in motion17. Environmental and sustainability education policy research: a systematic review of methodological and thematic trends