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Environmental Education-Related Policy Enactment in Japanese High Schools

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. Green open access

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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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