Challenging the premises of international policy reviews: an introduction to the review symposium |
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| Authors: | Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers |
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| Institution: | 1. Department of Curriculum &2. Instruction and Department of Community &3. Environmental Sociology , University of Wisconsin-Madison , Madison , WI , USA;4. Department of Curriculum Research , The Danish School of Education, Aarhus University , Copenhagen , Denmark;5. Development Education Research Centre, Institute of Education, University of London , London , UK;6. Graduate School of Education, University of Melbourne , Melbourne , Australia |
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| 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? |
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| Keywords: | education for sustainable development climate change international comparisons role of research governance policy |
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