When Does a Nation-Level Analysis Make Sense? ESD and Educational Governance in Brazil, South Africa, and the USA

Autor/inn/en	Feinstein, Noah Weeth; Jacobi, Pedro Roberto; Lotz-Sisitka, Heila
Titel	When Does a Nation-Level Analysis Make Sense? ESD and Educational Governance in Brazil, South Africa, and the USA
Quelle	In: Environmental Education Research, 19 (2013) 2, S.218-230 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2013.767321
Schlagwörter	Foreign Countries; Sustainable Development; Environmental Education; Climate; Comparative Analysis; Public Policy; Governance; Administrative Organization; Nongovernmental Organizations; Government Role; Cross Cultural Studies; Brazil; South Africa; United States + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Klima; Öffentliche Ordnung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Cultural comparison; Kulturvergleich; Brasilien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10