1,093
Views
11
CrossRef citations to date
0
Altmetric
Research Article

A comparative analysis of environment and sustainability in policy across subnational education systems

References

  • Aikens, K., McKenzie, M., & Vaughter, P. V. (2016). Environmental and sustainability education policy research: A systematic review of methodological and thematic trends over time. Environmental Education Research, 22(3), 333–359. https://doi.org/10.1080/13504622.2015.1135418
  • Bartosh, O., Tudor, M., Ferguson, L., & Taylor, C. (2010). Impact of environment-based teaching on student achievement. In D. L. Hough (Ed.), Research supporting middle grades practice (pp. 157–172). Information Age Publishing.
  • Bengtsson, S. L. (2016). Hegemony and the politics of policy making for education for sustainable development: A case study of Vietnam. The Journal of Environmental Education, 47(2), 77–90. https://doi.org/10.1080/00958964.2015.1021291
  • Bentham, D., Wilson, A., McKenzie, M., & Bradford, L. (2019). Sustainability education in First Nations schools: A multi-site study and implications for education policy. Canadian Journal of Educational Administration and Policy, 191, 22–42.
  • Beveridge, D., McKenzie, M., Aikens, K., & Strobbe, K. M. (2019). A national census of sustainability in K-12 education policy: Implications for international monitoring, evaluation, and research. Canadian Journal of Educational Administration and Policy, 188, 36–52.
  • Bieler, A., Haluza-Delay, R., Dale, A., & Mckenzie, M. (2017). A national overview of climate change education policy: Policy coherence between subnational climate and education policies in Canada (K-12). Journal of Education for Sustainable Development, 11(2), 63–85.
  • British Columbia Ministry of Education. (2007). Environmental learning and experience: An interdisciplinary guide for teachers. Government of British Columbia.
  • Brundtland, G. H. (1987). Our common future: The world commission on environment and development. Oxford University Press.
  • Council of Ministers of Education, Canada (CMEC). (1999). Educating for sustainability: The status of sustainable development education in Canada. http://www.cmec.ca/Publications/Lists/Publications/Attachments/9/environment.en.pdf
  • Council of Ministers of Education, Canada (CMEC), with the Canadian Commission for UNESCO. (2014). Canada’s response to UNESCO questionnaires on the UN decade of education for sustainable development, 2005–2014: Education for sustainable development after 2014 and UN decade of ESD final report. https://www.cmec.ca/Publications/Lists/Publications/Attachments/335/Canada-Response-UNESCO-DESD-2014-Questionnaires-1-and-2-EN.pdf
  • Donald, D. (2012). Indigenous Métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25(5), 533–555. https://doi.org/10.1080/09518398.2011.554449
  • Engel, L. C., & Frizzell, M. O. (2015). Competitive comparison and PISA bragging rights: sub-national uses of the OECD’s PISA in Canada and the USA. Discourse: Studies in the Cultural Politics of Education, 36(5), 665–682.
  • Feinstein, N. W., Jacobi, P. R., & Lotz-Sisitka, H. (2013). When does a nation-level analysis make sense? ESD and educational governance in Brazil, South Africa, and the USA. Environmental Education Research, 19(2), 218–230. https://doi.org/10.1080/13504622.2013.767321
  • Ghent, C., Trauth-Nare, A., Dell, K., & Haines, S. (2014). The influence of a statewide green school initiative on student achievement in K–12 classrooms. Applied Environmental Education & Communication, 13(4), 250–260. https://doi.org/10.1080/1533015X.2014.983658
  • González-Gaudiano, E. (2005). Education for sustainable development: Configuration and meaning. Policy Futures in Education, 3(3), 243–250. https://doi.org/10.2304/pfie.2005.3.3.2
  • Government of British Columbia. (n.d.). The British Columbia climate action charter between the province of British Columbia (The Province) and the signatory board of education (Board). Government of British Columbia, Canada.
  • Government of Manitoba. (2004). Sustainability guidelines for local governments, school divisions, universities, colleges and regional health authorities regulation. Government of Manitoba, Canada.
  • Huckle, J., & Wals, A. E. J. (2015). The UN decade of education for sustainable development: Business as usual in the end. Environmental Education Research, 21(3), 491–505. https://doi.org/10.1080/13504622.2015.1011084
  • Jickling, B. (1992). Why I don’t want my children to be educated for sustainable development. The Journal of Environmental Education, 23(4), 5–8. https://doi.org/10.1080/00958964.1992.9942801
  • Jickling, B., & Wals, A. E. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21. https://doi.org/10.1080/00220270701684667
  • Kopnina, H. (2012). Education for sustainable development (ESD): The turn away from ‘environment’ in environmental education? Environmental Education Research, 18(5), 699–717. https://doi.org/10.1080/13504622.2012.658028
  • Kunuk, Z., & Mauro, I. (2010). Inuit knowledge and climate change. Retrieved from http://www.isuma.tv/en/inuit-knowledge-and-climate-change
  • Lotz-Sisitka, H. (2016). Reviewing strategies in/for ESD policy engagement: Agency reclaimed. The Journal of Environmental Education, 47(2), 91–103. https://doi.org/10.1080/00958964.2015.1113915
  • MacQueen, K. M., McLellan, E., Kay, K., & Milstein, B. (1998). Codebook development for team-based qualitative analysis. Cam Journal, 10(2), 31–36. https://doi.org/10.1177/1525822X980100020301
  • Manitoba Department of Education and Training. (2000). Education for a sustainable future: A resource for curriculum developers, teachers, and administrators. Government of Manitoba.
  • Manitoba Department of Education and Training. (n.d.). Domain framework for whole system approach to ESD. Government of Manitoba.
  • McKenzie, M. (2012). Education for y’all: Global neoliberalism and the case for a politics of scale in sustainability education policy. Policy Futures in Education, 10(2), 165–177. https://doi.org/10.2304/pfie.2012.10.2.165
  • McKenzie, M., & Aikens, K. (2020). Global education policy mobilities and subnational policy practice. Globalisation, Societies and Education. [Advance online publication]. https://doi.org/10.1080/14767724.2020.1821612
  • McKenzie, M., Bieler, A., & McNeil, R. (2015). Education policy mobility: Reimagining sustainability in neoliberal times. Environmental Education Research, 21(3), 319–337. https://doi.org/10.1080/13504622.2014.993934
  • Nakata, M. (2002). Indigenous knowledge and the cultural interface: Underlying issues at the intersection of knowledge and information systems. IFLA Journal, 28(5-6), 281–291. https://doi.org/10.1177/034003520202800513
  • Natural Resources Canada. (2019). Energy data and analysis: Energy facts. https://www.nrcan.gc.ca/science-data/data-analysis/energy-data-and-analysis/22036
  • Northwest Territories Department of Education, Culture, and Employment. (1996). Innuuqatigiit: The Curriculum from the Inuit perspective. Government of the Northwest Territories.
  • Nunavut Department of Education. (2007). Inuit Qaujimajatuqangit education framework for Nunavut curriculum. Government of Nunavut.
  • Ontario Ministry of Education. (2008). Standards for environmental education in the curriculum. Government of Ontario.
  • Ontario Ministry of Education. (2009). Acting today, shaping tomorrow: A policy framework for environmental education in Ontario Schools. Government of Ontario.
  • Ontario Ministry of Education. (2012). Statement of environmental values. Government of Ontario.
  • Piersol, L., Russell, L., & Groves, J. (2018). Nature education for sustainable todays and tomorrows (NEST): Hatching a new culture in schooling. Australian Journal of Environmental Education, 34(2), 97–114. https://doi.org/10.1017/aee.2018.31
  • Québec Ministry of Education and Higher Education- Ministère de l’Éducation et de l’Enseignement Supérieur. (2008). Action plan for sustainable development- Plan d’action de développement durable. Government of Québec.
  • Sauvé, L. (1996). Environmental education and sustainable development: A further appraisal. Canadian Journal of Environmental Education, 1, 7–34.
  • Sauvé, L., Berryman, T., & Brunelle, R. (2007). Three decades of international guidelines for environment-related education: A critical hermeneutic of the United Nations Discourse. Canadian Journal of Environmental Education, 12, 33–54.
  • Shava, S. (2013). The representation of Indigenous knowledges. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research in environmental education (pp. 384–393). Routledge.
  • Sidiropoulos, E. (2019). The contribution of tertiary sustainability education to student knowledge, views, attitudes and behaviour toward sustainability [Doctoral dissertation, Victoria University].
  • Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., Biggs, R., Carpenter, S. R., de Vries, W., de Wit, C. A., Folke, C., Gerten, D., Heinke, J., Mace, G. M., Persson, L. M., Ramanathan, V., Reyers, B., & Sörlin, S. (2015). Sustainability. Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223), 1259855. https://doi.org/10.1126/science.1259855
  • Stevenson, R. B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3-4), 277–290. https://doi.org/10.1080/13504620600799026
  • Stevenson, R. B. (2013). Researching tensions and pretensions in environmental/sustainability education policies: From critical to civically engaged policy scholarship. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), International handbook of research in environmental education (pp. 147–155). Routledge.
  • Sund, L., & Pashby, K. (2020). Delinking global issues in northern Europe classrooms. The Journal of Environmental Education, 51(2), 156–170. https://doi.org/10.1080/00958964.2020.1726264
  • Todd, Z. (2015). Fish pluralities: Human-animal relations and sites of engagement in Paulatuuq. Études/Inuit/Studies, 38(1-2), 217–238. https://doi.org/10.7202/1028861ar
  • Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23. https://doi.org/10.1080/13504622.2013.877708
  • Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
  • United Nations (UN). (2015). The global goals for sustainable development. https://www.un.org/sustainabledevelopment/blog/2015/09/global-goals-campaign-launch/
  • United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2005). United Nations Decade of Education for Sustainable Development (2005–14): International Implementation Scheme. UNESCO.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). UNESCO roadmap for implementing the Global Action Programme on Education for Sustainable Development. UNESCO.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (2019). Country progress on climate change education, training, and public awareness: ANA analysis of country submissions under the United Nations Framework Convention on Climate Change. United Nations Educational, Scientific, and Cultural organization. https://unesdoc.unesco.org/ark:/48223/pf0000372164
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Framework for the implementation of Education for Sustainable Development (ESD) beyond 2019. UNESCO.
  • Wallner, J., Savage, G. C., Hartong, S., & Engel, L. C. (2020). Laboratories, coproducers, and venues: Roles played by subnational governments in standards-based reforms in four federations. Comparative Education Review, 64(2), 249–268. https://doi.org/10.1086/708111
  • Watt-Cloutier, S. (2015). The right to be cold: One woman’s story of protecting her culture, the Arctic and the whole planet. Penguin Canada.
  • Winter, C. (2007). Education for sustainable development and the secondary curriculum in English schools: Rhetoric or reality? Cambridge Journal of Education, 37(3), 337–354. https://doi.org/10.1080/03057640701546656

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.