Janne von SeggernMandy Singer-Brodowski

Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

Kurzlink: https://www.waxmann.com/artikelART104329
.doi: https://doi.org/10.31244/zep.2020.04.04

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The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

ESD, Educational Governance, coordination of action, context of educational policies