Challenging the Premises of International Policy Reviews: An Introduction to the Review Symposium

Autor/inn/en	Feinstein, Noah Weeth; Laessoe, Jeppe; Blum, Nicole; Chambers, Dianne
Titel	Challenging the Premises of International Policy Reviews: An Introduction to the Review Symposium
Quelle	In: Environmental Education Research, 19 (2013) 2, S.198-205 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2013.768603
Schlagwörter	Sustainable Development; Climate; Environmental Education; Context Effect; Educational Policy; Educational Research; Comparative Analysis; Governance; Case Studies; Policy Analysis; Foreign Countries; Cross Cultural Studies; National Surveys; Australia; Brazil; Canada; China; Denmark; Singapore; South Africa; South Korea; United Kingdom; United States + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Case study; Fallstudie; Case Study; Politikfeldanalyse; Ausland; Cultural comparison; Kulturvergleich; Australien; Brasilien; Kanada; Dänemark; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Korea; Republik; Großbritannien; USA
Abstract	In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10