Glackin, Melissa;
Greer, Kate;
(2021)
Environmental Education-Related Policy Enactment in Japanese High Schools.
Journal of Education for Sustainable Development
, 15
(2)
pp. 165-185.
10.1177/09734082211031325.
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Abstract
Over the past decade, Japan’s rich tradition of environmental education-related policy has shifted to encompass international discourse concerning global competition and education for sustainable development. In view of this shift, this article explores environmental education-related policy enactment from the perspective of high school teachers. In-depth interviews were conducted with 16 experienced teachers and were analysed using the environmental education-related conceptual lenses of Lucas (1972) and Stevenson (1987, 2007). The findings suggest that the current policy enactment in Japanese high schools features a narrow interpretation of environmental education that emphasises knowledge acquisition and overlooks the development of practical skills, attitudes or democratic citizenship. This case study highlights the necessity that, for a progressive environmental education to become established, policymakers must find a way to balance local knowledge with the demands of international organizations, paying particular attention to curriculum ideology, policy competition and the teachers’ voice in policy creation.
| Type: | Article |
|---|---|
| Title: | Environmental Education-Related Policy Enactment in Japanese High Schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/09734082211031325 |
| Publisher version: | https://doi.org/10.1177/09734082211031325 |
| Language: | English |
| Additional information: | © 2021 Centre for Environment Education. Creative Commons License (CC BY 4.0) This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
| Keywords: | High school, Japan, ESD, policy, enactment |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10165332 |
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