The roots and routes of environmental and sustainability education policy research

Poeck, Katrien Van; Lysgaard, Jonas Andreasen

doi:10.1080/13504622.2015.1108393

Cited by 27 publications

(12 citation statements)

References 27 publications

(15 reference statements)

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“…Thus, the final section of this chapter explores affordances associated with viewing policy influence through an activism lens. Bearing in mind that the power of concepts can be diluted by incorporating them into dominant discourses (Van Poeck & Lysgaard, 2016), this discussion is proffered as a contribution towards nudging influence forward, rather than appropriating activism such that it fits within the deferential mainstream.…”

Section: Nudging Influence Forward With 'Activism'mentioning

confidence: 99%

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Greer

2021

Environmental Education Research

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Recent civil action in England, and internationally, has called for more climate change education. Such calls for 'more' might well be met with the retort 'of what?', for as scholars have recognised, there is little consensus on what climate change education entails. Meanwhile, research gaps exist when it comes to understanding nation-level policy responses to climate change education.Responding to such gaps and appeals, this thesis presents an examination of the climate change education policy landscape in England and offers new insight into how the current situation has come to be, such that progress might be made.The research, which is theoretically framed by Foucault's concept of governmentalities and his analytical instruments of policy historiography and policy archaeology, sets out to examine the rules that govern climate change education in England. It submits a history of the present of climate change education in England, exploring political events and transformations since the emergence of environmental education in the 1960s; a period coinciding with a 'climate as catastrophe' discourse. ContentsAcknowledgements .

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Section: Nudging Influence Forward With 'Activism'mentioning

confidence: 99%

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Greer

2021

Environmental Education Research

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“…The ‘education’ part of ESE, it is argued, needs to be something more than an instrument that services ethical or political goals established from outside its practices (Todd, 2016). Hence, also in this field the idea of education as a ‘problem solver’ (Van Poeck and Lysgaard, 2016) has been criticised for threatening values such as freedom (Lundegård and Wickman, 2012), pluralism (Öhman, 2006; Öhman and Östman, 2008; Van Poeck et al ., 2016) and opportunities for newness and creativity (Caiman and Lundegård, 2014; Garrison et al ., 2015).…”

Section: The Need For Engagement Versus the Risk Of Instrumentalisationmentioning

confidence: 99%

The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach

Poeck¹,

Östman²

2020

Journal of Philosophy of Education

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This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory-underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity-they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so.

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“…Education is a key factor in the United Nations 17 sustainable development goals listed in Agenda 2030, goal number four in particular (UNESCO 2015). But what it means to educate for sustainable development is far from self‐evident, and this question is widely debated in the research field of Environmental and Sustainability Education (ESE) (Jickling 1992; Van Poeck & Lysgaard 2016). One controversial issue is what sustainable development aims for, as sustainable development is a vision with different solutions, and sometimes they conflict.…”

Section: Introductionmentioning

confidence: 99%

Among Facilitators, Instructors, Advisors and Educators – How Teachers Educate for Sustainability in Design and Craft Education

Hofverberg¹,

Westerlund²

2021

Int J Art Design Ed

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Design and craft education, like that of the Swedish school subject, Sloyd, has great potential for Education for Sustainable Development (ESD). With so many possibilities, it is relevant to investigate what teachers teach about sustainability, and how. Therefore, the aim of this article is to examine what Sloyd teachers express that they do as they educate for sustainability in design and craft education (Grades 3-9). This aim is guided by two research questions: (1) What ESD content is prominent in Sloyd teachers' statements about their teaching? and (2) What expected learning outcomes and teaching strategies become visible in the Sloyd teachers' statements about ESD? Our analysis of the qualitative questionnaires answered by 70 teachers shows that working with design and craft materials is a key factor for the teachers. Specifically, three learning outcomes have been identified: to utilise material, to use sustainable materials and to become a maker with materials. The most common teaching strategies are instructing and advising strategies, where the goal is known beforehand by the teacher. The findings are discussed in relation to the mix of sustainability concepts and different logics that emerge in the teachers' expressions and also in relation to what consequences the findings have for teaching ESD in design and craft education.

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The roots and routes of environmental and sustainability education policy research

Cited by 27 publications

References 27 publications

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach

Among Facilitators, Instructors, Advisors and Educators – How Teachers Educate for Sustainability in Design and Craft Education

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