Environment and Sustainability Education Research as Policy Engagement: (Re-) Invigorating 'Politics as "Potentia"' in South Africa

Autor/inn/en	Lotz-Sisitka, Heila; Rosenberg, Eureta; Ramsarup, Presha
Titel	Environment and Sustainability Education Research as Policy Engagement: (Re-) Invigorating 'Politics as "Potentia"' in South Africa
Quelle	In: Environmental Education Research, 27 (2021) 4, S.525-553 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lotz-Sisitka, Heila) ORCID (Rosenberg, Eureta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1759511
Schlagwörter	Environmental Education; Sustainable Development; Social Change; Racial Segregation; Foreign Countries; Educational Policy; Meta Analysis; Research Reports; Policy Analysis; Educational History; Neoliberalism; South Africa + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Sozialer Wandel; Rassentrennung; Ausland; Politics of education; Bildungspolitik; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Politikfeldanalyse; History of education; Bildungsgeschichte; Neo-liberalism; Neoliberalismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research "as ESE policy" engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)'s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an "open, unsteady, incomplete, and relational process". The Aikens et al. (2016) finding informed our decision to offer a substantive 'meta review' of 30+ years of ESE policy research in South Africa including approximately 150 studies, thus making this body of research more visible and available for scrutiny in the international ESE policy sphere, while also offering us an opportunity for the reflexive introspection that is advised for ESE policy studies by Van Poeck and Lysgaard (2016). The paper develops around a concept of ESE research as policy engagement oriented towards a 'politics of potentia' (Dussel, 2008), framing the ESE policy-research meta-review within a theory of politics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01