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Rebuilding hope and sustainability: ...

Wang, Yimin.

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Rebuilding hope and sustainability: Constructing the meaning of "green" in a post-earthquake rural school in China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Rebuilding hope and sustainability: Constructing the meaning of "green" in a post-earthquake rural school in China./
Author:	Wang, Yimin.
Description:	190 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628777
ISBN:	9781321052107

Rebuilding hope and sustainability: Constructing the meaning of "green" in a post-earthquake rural school in China.
Wang, Yimin.

Rebuilding hope and sustainability: Constructing the meaning of "green" in a post-earthquake rural school in China. - 190 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2014.

This dissertation explores the significance of local-global interactions in the construction of meanings and practices of education for sustainable development (ESD) through a case study of an international NGO-funded "green" elementary school in rural Shaanxi province in China. The school was constructed to replace four village elementary schools that were condemned after the 2008 Sichuan earthquake, which destroyed or irreparably damaged as many as 25% of school buildings in several counties in western Shaanxi. Nested within an analysis of the interactions among county, provincial, national and international policies on environmental education (EE) and ESD, this dissertation investigated the questions of how the perceived social meanings of the green school, as well as its associated practices, have interacted with socio-economic and political forces that are forging the realities and the possibilities of ESD, a resounding goal in international education agendas and in national policies. Findings indicated how multiple and contradictory green school practices are shaped by China's changing socio-economic and political polices, uneven implementation of EE/ESD, rural education reform initiatives designed to enhance the quality of teaching and learning, and school-community relationships. Vertical case study analysis, which links the "ecological validity" of ethnographic explanation to examination of national and global contexts that simultaneously shape the local, is used to explain how interactions among global ideas, national and provincial policies, and local school actors created the social meanings of the green school that worked for the benefits of the locals.

ISBN: 9781321052107Subjects--Topical Terms:

2191387
Education policy.

Rebuilding hope and sustainability: Constructing the meaning of "green" in a post-earthquake rural school in China.
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245 1 0 $a Rebuilding hope and sustainability: Constructing the meaning of "green" in a post-earthquake rural school in China.
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500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Heidi Ross.
502 $a Thesis (Ph.D.)--Indiana University, 2014.
520 $a This dissertation explores the significance of local-global interactions in the construction of meanings and practices of education for sustainable development (ESD) through a case study of an international NGO-funded "green" elementary school in rural Shaanxi province in China. The school was constructed to replace four village elementary schools that were condemned after the 2008 Sichuan earthquake, which destroyed or irreparably damaged as many as 25% of school buildings in several counties in western Shaanxi. Nested within an analysis of the interactions among county, provincial, national and international policies on environmental education (EE) and ESD, this dissertation investigated the questions of how the perceived social meanings of the green school, as well as its associated practices, have interacted with socio-economic and political forces that are forging the realities and the possibilities of ESD, a resounding goal in international education agendas and in national policies. Findings indicated how multiple and contradictory green school practices are shaped by China's changing socio-economic and political polices, uneven implementation of EE/ESD, rural education reform initiatives designed to enhance the quality of teaching and learning, and school-community relationships. Vertical case study analysis, which links the "ecological validity" of ethnographic explanation to examination of national and global contexts that simultaneously shape the local, is used to explain how interactions among global ideas, national and provincial policies, and local school actors created the social meanings of the green school that worked for the benefits of the locals.
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