- Title
- When does a nation-level analysis make sense? ESD and educational governance in Brazil, South Africa, and the USA
- Creator
- Feinstein, Noah W, Jacobi, Pedro R, Lotz-Sisitka, Heila
- Date
- 2013
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/131645
- Identifier
- vital:36707
- Identifier
- http://dx.doi.org/10.1080/13504622.2013.767321
- Description
- International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.
- Language
- English
- Relation
- Environmental Education Research, Feinstein, N.W., Jacobi, P.R. and 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), pp.218-230.
- Rights
- Environmental Education Research
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor & Francis Online Terms & Conditionas statement (https://www.tandfonline.com/terms-and-conditions)
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Lotz-Sisitka, Heila (Distinguished Professor)
RU Department of Education
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