A Comparative Analysis of Environment and Sustainability in Policy across Subnational Education Systems

Autor/inn/en	Aikens, Kathleen; McKenzie, Marcia
Titel	A Comparative Analysis of Environment and Sustainability in Policy across Subnational Education Systems
Quelle	In: Journal of Environmental Education, 52 (2021) 2, S.69-82 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aikens, Kathleen) ORCID (McKenzie, Marcia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2021.1887685
Schlagwörter	Comparative Analysis; Environmental Education; Educational Policy; Sustainability; Curriculum Development; Global Approach; Indigenous Knowledge; Canada Natives; Geographic Regions; Climate; Policy Analysis; Foreign Countries; Teaching Methods; Eskimos; American Indians; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Politics of education; Bildungspolitik; Nachhaltigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Globales Denken; Klima; Politikfeldanalyse; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; American Indian; Indianer
Abstract	The aim of this study was to better understand how Environmental and Sustainability Education (ESE) policy has been developed and mobilized across subnational contexts in a federated system. We undertook a comparative analysis of sustainability-specific policy and curricula documents from all Canadian provinces and territories. We identified three thematic clusters in the data; two aligned with major global ESE policy initiatives, and a third cluster centered on localized Indigenous education in a northern territory. Conclusions and implications include that the absence of globalized ESE uptake in the northern territory demonstrates localized, relevant, and appropriate policy development, which could inform future global sustainability education initiatives. In addition, with only 6 of 13 provinces and territories having specialized education policy or curricular documents focused on climate and sustainability, there is an urgent need for increased focus in these areas in responding to calls from students and communities for climate action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01