Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

Autor/in	Kapranov, Oleksandr
Titel	Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway
Quelle	In: Discourse and Communication for Sustainable Education, 12 (2021) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.2478/dcse-2021-0005
Schlagwörter	Foreign Countries; Sustainable Development; Secondary Schools; School Policy; Language of Instruction; English (Second Language); Cultural Differences; Global Approach; Advanced Placement Programs; International Cooperation; Estonia; Norway + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Sekundarschule; Schulpolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Globales Denken; Internationale Kooperation; Internationale Zusammenarbeit; Estland; Norwegen
Abstract	This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth -- ESD) by means of compiling and analysing a corpus of policy documents written by English medium instruction (EMI) secondary schools in Estonia and Norway, respectively. Informed by the constructivist approach (Foucault, 1981), discursive representations of ESD in the study were operationalised as discursive strategies that were employed in naming, referring to, and providing an evaluative perspective to ESD-related topics. In this study, the corpus of policy documents published by EMI secondary schools in Estonia and Norway was collected in order to analyse discursive representations of ESD by means of applying a qualitative content analysis. The results of the analysis indicated that the discursive representations of ESD were similarly construed in policy documents written and communicated by EMI secondary schools in Estonia and Norway. Those findings were further discussed in the article in conjunction with their didactic implications. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01