Researching tensions and pretensions in environmental/sustainability education policies: From critical to civically engaged policy scholarship

Stevenson, Robert B. (2013) Researching tensions and pretensions in environmental/sustainability education policies: From critical to civically engaged policy scholarship. In: Stevenson, Robert B., Brody, Michael, Dillon, Justin, and Wals, Arjen E.J., (eds.) International Handbook of Research on Environmental Education. Routledge, New York, USA, pp. 147-155.

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Abstract

Although educational policies have traditionally emanated from national or sub-national governments and their agencies. international organizations (e.g., UNESCO, IUCN) and intergovernmental conferences have played a major role in environmental education (EE) and education for sustainable development (ESD) or sustainability (EfS) policies. This change accompanies a more recent broader trend in which educational policies are no longer exclusively developed with a national system but have come. under the forces of globalization. to be "now framed, produced, disseminated and implemented differently" (Rizvi & Lingard. 2010. p. 14). Over the past four decades there has been much activity in the production of policy statements for EE and. more recently. ESD or EfS. These statements. which were developed at an international level at meetings and conferences sponsored by UNESCO in Stockholm (1972), Belgrade (1975), Tbilisi (1977), Moscow (1987), Rio de Janeiro (1992), Thessaloniki (1997), Johannesburg (2002), and Bonn (2009), have been very influential in shaping national policies. Such policies have proliferated around the world. initially mainly in advanced industrialized countries. but in recent years more globally in response to the emerging processes of globalization and an emerging focus on education for sustainable development or sustainability. Many scholars have suggested that policies are more common and more developed than actual practices in formal education systems (Gough. 1997; Scott & Gough. 2003; Stevenson. 1987.2007). and some have argued that the discourse of policy differs in important ways from the discourse of practice (Gough. 1997; Stevenson. 2007).

Item ID: 25013
Item Type: Book Chapter (Research - B1)
ISBN: 978-0-415-89239-1
Date Deposited: 15 May 2013 01:41
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 100%
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