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Implementing Education for Sustainable Development (ESD): A Policy Ethnography of Taiwan's Environmental Education Act.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementing Education for Sustainable Development (ESD): A Policy Ethnography of Taiwan's Environmental Education Act./
作者:	Huang, Ying-Syuan (Elaine).
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	209 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Students. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28254388
ISBN:	9798597046440

Implementing Education for Sustainable Development (ESD): A Policy Ethnography of Taiwan's Environmental Education Act.
Huang, Ying-Syuan (Elaine).

Implementing Education for Sustainable Development (ESD): A Policy Ethnography of Taiwan's Environmental Education Act. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 209 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2019.

This item must not be sold to any third party vendors.

The United Nations announced the 2005 to 2014 as the Decade of Education for Sustainable Development. Central to this declaration was the idea that the goal of attaining a sustainable future can never be achieved without education and learning for sustainable development. This idea has been widely accepted and supported by governments worldwide. To this date, most of the United Nations member states have national plans for integrating the framework of Education for Sustainable Development (ESD) into their education and sustainability policies. As ESD implementation has emerged as a political priority around the world, there is a growing need to critically examine the potential impact of ESD in bringing about the desirable changes for a sustainable future. With an attempt to contribute to this body of literature, this doctoral study seeks to understand in what ways and to what extent a nationwide education policy can (or have the potential to) contribute to global sustainable development. The goal of this doctoral study was to explore the lessons that can be learned from the Taiwanese experience of mainstreaming ESD into national education and sustainable development policies. To this end, this study examined the development and implementation of Taiwan's ESD policies, with a particular focus on the Environmental Education Act--a nationwide environmental and sustainability education policy that emerged during the United Nations Decade of Education for Sustainable Development. The methodological framework of policy ethnography (Ball, 2016) was used to follow the Environmental Education Act across various contexts from the standpoint of policy actors, including lawmakers, policy implementers, school principals and administrators, and teachers (Griffiths, 2003). Sources of data included official texts, two-round of semi-structured interviews with 30 policy implementers of the Environmental Education Act, and approximately 70 hours of ethnographic observation with four policy implementers. Data were analyzed using a hybrid process of inductive and deductive thematic analysis (Fereday & Muir-Cochrane, 2006) in which both data-driven and theory-driven codes were used to interpret multiple sources of data.This dissertation follows a manuscript-based format. The first manuscript focuses on the governmentality of the Taiwan government and policy implementers. The second manuscript explores the historical and political traditions that have shaped the ESD policies in Taiwan. In particular, Chinese Legalism was used as an analytical lens to understand how the state's values are reflected in the Environmental Education Act. The third manuscript presents an ethnographic exploration of the work of policy implementers on the ground. This exploration generates important lessons about the role of education in achieving UN's Sustainable Development Goals.Important findings from this study include: (a) the government of Taiwan seems to have a strong political interest in ensuring the proper implementation of the Environmental Education Act in the Taiwanese society; (b) Taiwan's Environmental Education Act appears to have realized UNESCO's strategy of introducing and promoting ESD through multiple formal, non-formal and informal educational programs; (c) Chinese Legalism (a political philosophy of governance in ancient China) provided a useful framework to explore the historical and political traditions that seem to have shaped Taiwan's ESD policies; and (d) current ESD activities have failed to meaningfully engage action that address the underlying drivers of our climate breakdown, and the policy implementers of the Environmental Education Act have come to see through this green-washing exercise. Drawing on the findings and analysis of this study, this doctoral research sheds light on the potential and the limitations of adopting UNESCO's ESD framework to enable a sustainable future. First, this study highlights that, without critically reflecting on what to change, the impact of ESD can be limited in bringing about the necessary changes for creating sustainable societies. It also adds to the discussion on what types of social learning and education are necessary for achieving United Nations' sustainable development goals. Additionally, this doctoral research contributes to the scholarly discussion of different political traditions, governing structures, and policy tools for ESD implementation in various political contexts. These discussions will have important implications for future education and sustainable development policies and practices.

ISBN: 9798597046440Subjects--Topical Terms:

756581
Students.
Subjects--Index Terms:

Education for sustainable development

Implementing Education for Sustainable Development (ESD): A Policy Ethnography of Taiwan's Environmental Education Act.
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245 1 0 $a Implementing Education for Sustainable Development (ESD): A Policy Ethnography of Taiwan's Environmental Education Act.
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500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a The United Nations announced the 2005 to 2014 as the Decade of Education for Sustainable Development. Central to this declaration was the idea that the goal of attaining a sustainable future can never be achieved without education and learning for sustainable development. This idea has been widely accepted and supported by governments worldwide. To this date, most of the United Nations member states have national plans for integrating the framework of Education for Sustainable Development (ESD) into their education and sustainability policies. As ESD implementation has emerged as a political priority around the world, there is a growing need to critically examine the potential impact of ESD in bringing about the desirable changes for a sustainable future. With an attempt to contribute to this body of literature, this doctoral study seeks to understand in what ways and to what extent a nationwide education policy can (or have the potential to) contribute to global sustainable development. The goal of this doctoral study was to explore the lessons that can be learned from the Taiwanese experience of mainstreaming ESD into national education and sustainable development policies. To this end, this study examined the development and implementation of Taiwan's ESD policies, with a particular focus on the Environmental Education Act--a nationwide environmental and sustainability education policy that emerged during the United Nations Decade of Education for Sustainable Development. The methodological framework of policy ethnography (Ball, 2016) was used to follow the Environmental Education Act across various contexts from the standpoint of policy actors, including lawmakers, policy implementers, school principals and administrators, and teachers (Griffiths, 2003). Sources of data included official texts, two-round of semi-structured interviews with 30 policy implementers of the Environmental Education Act, and approximately 70 hours of ethnographic observation with four policy implementers. Data were analyzed using a hybrid process of inductive and deductive thematic analysis (Fereday & Muir-Cochrane, 2006) in which both data-driven and theory-driven codes were used to interpret multiple sources of data.This dissertation follows a manuscript-based format. The first manuscript focuses on the governmentality of the Taiwan government and policy implementers. The second manuscript explores the historical and political traditions that have shaped the ESD policies in Taiwan. In particular, Chinese Legalism was used as an analytical lens to understand how the state's values are reflected in the Environmental Education Act. The third manuscript presents an ethnographic exploration of the work of policy implementers on the ground. This exploration generates important lessons about the role of education in achieving UN's Sustainable Development Goals.Important findings from this study include: (a) the government of Taiwan seems to have a strong political interest in ensuring the proper implementation of the Environmental Education Act in the Taiwanese society; (b) Taiwan's Environmental Education Act appears to have realized UNESCO's strategy of introducing and promoting ESD through multiple formal, non-formal and informal educational programs; (c) Chinese Legalism (a political philosophy of governance in ancient China) provided a useful framework to explore the historical and political traditions that seem to have shaped Taiwan's ESD policies; and (d) current ESD activities have failed to meaningfully engage action that address the underlying drivers of our climate breakdown, and the policy implementers of the Environmental Education Act have come to see through this green-washing exercise. Drawing on the findings and analysis of this study, this doctoral research sheds light on the potential and the limitations of adopting UNESCO's ESD framework to enable a sustainable future. First, this study highlights that, without critically reflecting on what to change, the impact of ESD can be limited in bringing about the necessary changes for creating sustainable societies. It also adds to the discussion on what types of social learning and education are necessary for achieving United Nations' sustainable development goals. Additionally, this doctoral research contributes to the scholarly discussion of different political traditions, governing structures, and policy tools for ESD implementation in various political contexts. These discussions will have important implications for future education and sustainable development policies and practices.
520 $a Les Nations Unies ont annonce que la periode de 2005 a 2014 serait la Decennie de l'education pour le developpement durable. Au coeur de cette declaration, il y avait l'idee que l'objectif d'un avenir durable ne peut etre atteint sans education et apprentissage pour le developpement durable. Cette idee a ete largement acceptee et soutenue par les gouvernements du monde entier. A ce jour, la plupart des Etats membres des Nations Unies ont mis au point des plans nationaux pour integrer le cadre de l'education au developpement durable dans leurs politiques d'education et de developpement durable. La mise en oeuvre de l'EDD etant devenue une priorite politique dans le monde, il est de plus en plus necessaire d'examiner de maniere critique l'impact potentiel de l'EDD sur les changements souhaitables pour un avenir durable. Dans le but de contribuer a ce corpus de litterature, cette etude doctorale cherche a comprendre de quelle maniere et dans quelle mesure une politique educative nationale peut (ou peut potentiellement) contribuer au developpement durable mondial.L'objectif de cette etude doctorale etait d'explorer les lecons pouvant etre tirees de l'experience taiwanaise d'integration de l'EDD dans les politiques nationales d'education et de developpement durable. A cette fin, cette etude a examine l'elaboration et la mise en oeuvre des politiques taiwanaises en matiere d'education au developpement durable, en particulier la loi sur l'education environnementale (Environmental Education Act), une politique nationale en matiere d'education environnementale et durable qui a ete elaboree au cours de la Decennie des Nations Unies pour l'education en vue du developpement durable. Le cadre methodologique de l'ethnographie des politiques (Ball, 2016) a ete utilise pour suivre la Loi sur l'education a l'environnement dans differents contextes du point de vue des acteurs politiques, notamment les legislateurs, les responsables de la mise en oeuvre des politiques, les directeurs et administrateurs d'ecole et les enseignants (Griffiths, 2003). Les sources de donnees comprenaient des textes officiels (plans d'action nationaux pour le developpement durable, directives, annonces officielles, programmes officiels, documents d'evaluation, etc.), deux entretiens semi-structures avec 30 responsables de l'application de la loi sur l'education environnementale observation ethnographiques avec quatre responsables de la mise en oeuvre des politiques. Les donnees ont ete analysees a l'aide d'un processus hybride d'analyse thematique inductive et deductive (Fereday et Muir-Cochrane, 2006), dans lequel des codes bases sur les donnees et sur la theorie ont ete utilises pour interpreter de multiples sources de donnees.Cette these suit un format base sur un manuscrit. Le premier manuscrit porte sur la gouvernementalite du gouvernement de Taiwan et sur les responsables de la mise en oeuvre des politiques. Le deuxieme manuscrit explore les traditions historiques et politiques qui ont faconne les politiques d'EDD a Taiwan. En particulier, le legalisme chinois a ete utilise comme une lentille analytique pour comprendre comment les valeurs de l'Etat sont refletees dans la loi sur l'education relative a l'environnement. Le troisieme manuscrit presente une exploration ethnographique du travail des responsables de la mise en oeuvre des politiques sur le terrain. Cette exploration genere des enseignements importants sur le role de l'education dans la realisation des objectifs de developpement durable de l'ONU.Les principales conclusions de cette etude sont notamment les suivantes: a) le gouvernement taiwanais semble avoir un fort interet politique a veiller a la bonne application de la loi sur l'education relative a l'environnement dans la societe taiwanaise; b) La loi taiwanaise sur l'education relative a l'environnement semble avoir concretise la strategie de l'UNESCO consistant a introduire et a promouvoir l'EDD au moyen de multiples programmes educatifs formels, non formels et informels; c) Le legalisme chinois (philosophie politique de la gouvernance dans la Chine ancienne) constituait un cadre utile pour explorer les traditions historiques et politiques qui semblaient avoir faconne les politiques de Taiwan en matiere de DSE; et d) les activites actuelles d'EDD n'ont pas permis d'engager de maniere significative des actions pour remedier aux facteurs sous-jacents de notre rupture du climat, et les responsables de la mise en oeuvre de la politique sont parvenus a mener a bien cet exercice de blanchiment. S'appuyant sur les conclusions et l'analyse de cette etude, cette these de doctorat met en lumiere le potentiel et les limites de l'adoption du cadre de l'UNESCO pour l'EDD afin de permettre un avenir durable. Premierement, cette etude souligne que, sans reflechir de maniere critique sur ce qu'il faut changer, l'impact de l'EDD peut etre limite pour amener les changements necessaires a la creation de societes durables. Elle ajoute egalement a la discussion sur les types d'apprentissage et d'education sociaux necessaires pour atteindre les objectifs de developpement durable des Nations Unies. En outre, cette recherche doctorale contribue a la discussion savante de differentes traditions politiques, structures de gouvernement et outils politiques pour la mise en oeuvre de l'EDD dans divers contextes politiques. Ces discussions auront des implications importantes pour les futures politiques et pratiques en matiere d'education et de developpement durable.
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