Reflections on the Science-Policy Interface within Education for Sustainable Development in Germany

Autor/inn/en	Singer-Brodowski, Mandy; Brock, Antje; Grund, Julius; de Haan, Gerhard
Titel	Reflections on the Science-Policy Interface within Education for Sustainable Development in Germany
Quelle	In: Environmental Education Research, 27 (2021) 4, S.554-570 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singer-Brodowski, Mandy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1813691
Schlagwörter	Environmental Education; Sustainable Development; Scientific Research; Policy Formation; Researchers; Program Implementation; International Organizations; Ethnography; Program Evaluation; Policy Analysis; Power Structure; Evidence Based Practice; Teaching Methods; Foreign Countries; Educational Policy; Decision Making; Program Administration; Germany + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Politische Betätigung; Researcher; Forscher; International organisation; International organisations; International organization; Internationale Organisation; Ethnografie; Programme evaluation; Programmevaluation; Politikfeldanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Deutschland
Abstract	While science-policy interfaces (SPIs) are argued to be crucial in developing and implementing effective public policy programmes, what happens in a particular SPI policy-research relationship remains under-researched, particularly in relation to 'success criteria' for policy makers and researchers. In this article, we address this gap by examining the SPI created for monitoring the national implementation of UNESCO's Global Action Programme for Education for Sustainable Development (ESD) policies in Germany. Our study used analytical autoethnography and intersubjective group discussions with the ESD-SPI researchers. Findings illustrate key considerations for fostering productive working relationships. These include: (i) dealing with different expectations and perspectives on measuring policy implementation; (ii) reflecting on the diverse ways an evidence base is used; and (iii) becoming more aware of and factoring in power dynamics, at the SPI. We conclude with a series of questions for further examining 'critical detachment' by researchers and 'constructive involvement' with policymakers in SPIs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01