地方各级教育系统政策中的环境和可持续性比较分析

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
K. Aikens, M. McKenzie
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引用次数: 9

摘要

摘要本研究的目的是为了更好地了解环境和可持续发展教育(ESE)政策是如何在联邦系统的次国家背景下制定和动员的。我们对加拿大所有省份和地区的可持续发展政策和课程文件进行了比较分析。我们在数据中确定了三个主题集群;其中两个与主要的全球ESE政策倡议相一致,第三个集中在北部地区的本地化土著教育。结论和影响包括,北部地区缺乏全球化的可持续发展教育,这表明制定了本地化、相关和适当的政策,可以为未来的全球可持续发展教育倡议提供信息。此外,在13个省和地区中,只有6个省和地区有专门的教育政策或课程文件,重点关注气候和可持续性,迫切需要加强对这些领域的关注,以响应学生和社区对气候行动的呼吁。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A comparative analysis of environment and sustainability in policy across subnational education systems
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.
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来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
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