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Journal of Education Policy Volume 38, 2023 - Issue 1
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Research Article

The ‘web of conditions’ governing England’s climate change education policy landscape

Kate GreerSchool of Education, Communication and Society, King’s College London, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5677-713XView further author information
ORCID Icon,
Heather KingSchool of Education, Communication and Society, King’s College London, London, UKORCID Iconhttps://orcid.org/0000-0002-2849-9398View further author information
ORCID Icon &
Melissa GlackinSchool of Education, Communication and Society, King’s College London, London, UKView further author information
Pages 69-92 | Received 11 May 2021, Accepted 09 Aug 2021, Published online: 25 Aug 2021

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Read on this site (2)

Sarah Evans. (2024) Stability in the heart of chaos; (Un)sustainable refrains in the language of climate crisis. The Journal of Environmental Education 55:1, pages 26-37.
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Haira E. Gandolfi. (2023) Teaching in the age of environmental emergencies: a “utopian” exploration of the experiences of teachers committed to environmental education in England. Educational Review 0:0, pages 1-21.
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Articles from other publishers (10)

Samra Maqbool, Hafiz Muhammad Ihsan Zafeer, Pingfei Zeng, Sufyan Maqbool, Zineb Draissi & Saima Javed. (2024) Inventive leadership styles and their impact for achieving sustainable development goals in education at secondary schools: a case study from Multan, Pakistan. Humanities and Social Sciences Communications 11:1.
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Steve Puttick, Paloma Chandrachud, Rahul Chopra, Radhika Khosla, James Robson, Sanjana Singh & Isobel Talks. (2023) Knowledge and (un)certainty in climate change education in India. British Educational Research Journal 50:2, pages 794-813.
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Elizabeth A. C. Rushton, Lynda Dunlop & Lucy Atkinson. (2024) Fostering teacher agency in school‐based climate change education in England, UK . The Curriculum Journal.
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Lezhi Zang. (2023) Towards a Fusion: Embedding Object-Based Learning for addressing Eco-Social Justice in Design Education. Towards a Fusion: Embedding Object-Based Learning for addressing Eco-Social Justice in Design Education.
John Owens, Kate Greer, Heather King & Melissa Glackin. (2023) Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies. Frontiers in Education 8.
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Kate Greer, Heather King & Melissa Glackin. (2023) ‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England. British Educational Research Journal 49:5, pages 1088-1107.
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Meryl Batchelder, Mark Swinney, Tess O’Hara, Alethea Goddard, Elizabeth Lewis, Jo Cox & Hayley J. Fowler. (2023) Experiences from a School–University Partnership Climate and Sustainability Education Project in England: The Value of Citizen Science and Practical STEM Approaches. Sustainability 15:12, pages 9401.
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Elizabeth A. C. Rushton, Sarah Sharp, Alison Kitson & Nicola Walshe. (2023) Reflecting on Climate Change Education Priorities in Secondary Schools in England: Moving beyond Learning about Climate Change to the Emotions of Living with Climate Change. Sustainability 15:8, pages 6497.
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Lynda Dunlop & Elizabeth A. C. Rushton. (2022) Putting climate change at the heart of education: Is England's strategy a placebo for policy?. British Educational Research Journal 48:6, pages 1083-1101.
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Lynda Dunlop & Elizabeth A. C. Rushton. (2022) Education for Environmental Sustainability and the Emotions: Implications for Educational Practice. Sustainability 14:8, pages 4441.
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