“…In a nutshell, Environmental and Sustainability Education Policy (Van Poeck et al ., 2018) was based on a VSI of articles first hosted online in 2015 by its publisher, Taylor & Francis. Predominantly comprised of research articles previously published in Environmental Education Research , the collection's co‐ and lead editors were on the verge of becoming junior board members, and as the journal's editor‐in‐chief, I encouraged them to prepare a landing page for the collection.…”
Section: A Sketch Of the Collectionmentioning
confidence: 99%
“…As my co‐editors argued in their own introduction (Van Poeck and Lysgaard, 2018, p. 12), a key aim in fine‐tuning the VSI into the book was to better: [i] contribute to the collective development of a critical historical consciousness of the patterns and tensions in the field and how these are working. … [ii] reveal and discuss some of the ‘routes’ affecting ESE policy research by addressing its relations with other academic fields, as well as the connections between research, policy‐making and practice.…”
Section: A Sketch Of the Collectionmentioning
confidence: 99%
“…Thus, the book offered new material via a Preface (Reid et al ., 2018), alongside that of the Editorial Introduction (Van Poeck and Lysgaard, 2018) and commentary, on ‘the roots and routes of environmental and sustainability education policy research’ (Lysgaard et a l., 2018), both of which had been published in the journal after the conference. Together, these introduced the book from a wider range of perspectives, offering a survey, a genealogy of sorts and critique of these studies.…”
Section: A Sketch Of the Collectionmentioning
confidence: 99%
“…For Part 1 of the volume, we tried to unpack why scholars in this field regularly claim that ‘ESE policy research is anything but a neutral field of scholarship and that it inevitably involves controversy and political sensitivity’ (Van Poeck and Lysgaard, 2018, p. 13). An article from Aotearoa, New Zealand (Law and Baker, 1997), for example, uses what we can recognize as a popular narrative‐based approach (Bansel, 2015) to ESE policy research.…”
Section: Terrains Quakes and Way‐markersmentioning
confidence: 99%
“…A good policy is clear sighted and just, wins broad support and assent, mobilizes critical resources and debate and can be ungrudgingly updated or replaced as the times demand. Environmental and Sustainability Education Policy: International Trends, Priorities and Challenges (Van Poeck et al ., 2018) is a collection that tests out some of these assumptions, drawing on research articles from two decades of wide‐ranging inquiry. I had the pleasure of helping shepherd and co‐edit the collection from an initial conversation to the drawing board, then into a virtual special issue (VSI), with a final form as a book.…”
This article offers a series of reflections based on a recent edited collection, Environmental and Sustainability Education Policy: International Trends, Priorities and Challenges. As one of its editors, here I bring together key features of the collection and themes pertinent to this emerging field of scholarship, to offer some way-markers for possible future research avenues. Taken together, I trust these observations might help others navigate what we encountered in policy studies and practice development, and illuminate various blank, blind, bald and bright spots for research and policy in both environmental and sustainability education, and related fields of inquiry. • 'blank spots'-those topics about which 'we know enough to question, but not to answer'
“…In a nutshell, Environmental and Sustainability Education Policy (Van Poeck et al ., 2018) was based on a VSI of articles first hosted online in 2015 by its publisher, Taylor & Francis. Predominantly comprised of research articles previously published in Environmental Education Research , the collection's co‐ and lead editors were on the verge of becoming junior board members, and as the journal's editor‐in‐chief, I encouraged them to prepare a landing page for the collection.…”
Section: A Sketch Of the Collectionmentioning
confidence: 99%
“…As my co‐editors argued in their own introduction (Van Poeck and Lysgaard, 2018, p. 12), a key aim in fine‐tuning the VSI into the book was to better: [i] contribute to the collective development of a critical historical consciousness of the patterns and tensions in the field and how these are working. … [ii] reveal and discuss some of the ‘routes’ affecting ESE policy research by addressing its relations with other academic fields, as well as the connections between research, policy‐making and practice.…”
Section: A Sketch Of the Collectionmentioning
confidence: 99%
“…Thus, the book offered new material via a Preface (Reid et al ., 2018), alongside that of the Editorial Introduction (Van Poeck and Lysgaard, 2018) and commentary, on ‘the roots and routes of environmental and sustainability education policy research’ (Lysgaard et a l., 2018), both of which had been published in the journal after the conference. Together, these introduced the book from a wider range of perspectives, offering a survey, a genealogy of sorts and critique of these studies.…”
Section: A Sketch Of the Collectionmentioning
confidence: 99%
“…For Part 1 of the volume, we tried to unpack why scholars in this field regularly claim that ‘ESE policy research is anything but a neutral field of scholarship and that it inevitably involves controversy and political sensitivity’ (Van Poeck and Lysgaard, 2018, p. 13). An article from Aotearoa, New Zealand (Law and Baker, 1997), for example, uses what we can recognize as a popular narrative‐based approach (Bansel, 2015) to ESE policy research.…”
Section: Terrains Quakes and Way‐markersmentioning
confidence: 99%
“…A good policy is clear sighted and just, wins broad support and assent, mobilizes critical resources and debate and can be ungrudgingly updated or replaced as the times demand. Environmental and Sustainability Education Policy: International Trends, Priorities and Challenges (Van Poeck et al ., 2018) is a collection that tests out some of these assumptions, drawing on research articles from two decades of wide‐ranging inquiry. I had the pleasure of helping shepherd and co‐edit the collection from an initial conversation to the drawing board, then into a virtual special issue (VSI), with a final form as a book.…”
This article offers a series of reflections based on a recent edited collection, Environmental and Sustainability Education Policy: International Trends, Priorities and Challenges. As one of its editors, here I bring together key features of the collection and themes pertinent to this emerging field of scholarship, to offer some way-markers for possible future research avenues. Taken together, I trust these observations might help others navigate what we encountered in policy studies and practice development, and illuminate various blank, blind, bald and bright spots for research and policy in both environmental and sustainability education, and related fields of inquiry. • 'blank spots'-those topics about which 'we know enough to question, but not to answer'
Sustainable development as a subject area and learning objective increasingly finds its way into the curriculum from pre-school to university level, and education and learning are emphasized as key drivers for sustainable development. At the same time, the sustainable development discourse has since its inception been met with critique, not least that it is a post-political discourse, which favours an instrumental view of knowledge and a simplified view of the relation between knowledge and action. In this article, we focus on the possibilities and challenges of teaching sustainable development in higher education. We argue that it is the formative role of higher education that is particularly important to explore in relation to the possibilities of education for sustainable development. In addition, we suggest that sociology can provide a good basis for both critical thinking and normative action, in ways that reaches beyond instrumental and narrow views of knowledge, human action and change.
This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.
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