scholarly journals Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

2021 ◽  
Vol 12 (1) ◽  
pp. 55-66
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Secondary Schools ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Constructivist Approach ◽  
Policy Documents ◽  
Discursive Strategies ◽  
English Medium Instruction ◽  
Discursive Representations

Abstract This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth – ESD) by means of compiling and analysing a corpus of policy documents written by English medium instruction (EMI) secondary schools in Estonia and Norway, respectively. Informed by the constructivist approach (Foucault, 1981), discursive representations of ESD in the study were operationalised as discursive strategies that were employed in naming, referring to, and providing an evaluative perspective to ESD-related topics. In this study, the corpus of policy documents published by EMI secondary schools in Estonia and Norway was collected in order to analyse discursive representations of ESD by means of applying a qualitative content analysis. The results of the analysis indicated that the discursive representations of ESD were similarly construed in policy documents written and communicated by EMI secondary schools in Estonia and Norway. Those findings were further discussed in the article in conjunction with their didactic implications.

scholarly journals Lärande för hållbar utveckling i förskolan: Kunskapsinnehåll, delaktighet och aktörskap kommunicerat i text

2012 ◽  
Vol 5 ◽  
Author(s):  
Eva Ärlemalm-Hagsér
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Sense Of Self ◽  
Analysis Data ◽  
Education For Sustainable Development ◽  
National Agency ◽  
Agents Of Change ◽  
Knowledge Content ◽  
Children’S Voices

Title: Education for sustainable development - knowledge content, participation and agency Abstract: This article in educational science scrutinizes education for sustainable development in the Swedish preschool and the ways that young children are described as active participants and agents of change. A critical theory lens was applied in combination with content analysis. Data were derived from 18 applications from preschools to the Swedish National Agency for Education applying for a 'diploma of excellence' in sustainable development. The qualitative content analysis revealed two overarching themes: a) preschoolers’ sense of self and others, and b) preschoolers’ relationships with place, technologies and materials. Within these themes, nine knowledge content areas relevant to education for sustainable development were identified. In these contents children’s participation and agency was mostly seen as listening and taking part in’ and only in some extent children were seen as agents for change. Even if, the overall rhetoric in the texts had a child rights perspective children’s voices are not really recognised to any great extent as participants or as agents of change. An affirmative approach where detected, where underlying structures of knowledge, content or ways to work not was challenge or transformed.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

scholarly journals Doing Frontiers: On the Performativity of the European Border and Migration Regime

2016 ◽  
Vol 2 (1-2016) ◽  
pp. 1-16
Author(s):  
Tobias Heinze ◽  
Sebastian Illigens Sebastian Illigens ◽  
Michael Pollok
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
European Identity ◽  
European Security ◽  
Policy Documents ◽  
Security Discourse ◽  
Subject Categories ◽  
Multidimensional Matrix ◽  
And Migration

Determining European territory is a delicate endeavor. A definite borderline is hard to identify. Instead, European security discourse spans a space with conditional qualities: open for some, impervious for many. Referring to Judith Butler's theory, this constribution’s aim is to disclose performative forces that create corresponding subject-categories. Particularly, expert-driven legislation on migration and the militarization of the security discourse is relevant. It is possible to reconstruct a multidimensional matrix of intelligibility. For this, relevant policy documents are analyzed by conducting a qualitative content analysis. This contribution allows to critically question foundational dimensions of European identity constituted by regulatory and exclusive practices at the borders.

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

‘La radio émouvante, divertissante, intéressante?’

2013 ◽  
Vol 41 (1) ◽  
Author(s):  
Lien De Cang ◽  
Katia Segers
Keyword(s):  
Content Analysis ◽  
Public Service ◽  
Qualitative Content Analysis ◽  
Annual Reports ◽  
Policy Documents ◽  
The Public ◽  
Public Service Broadcasting ◽  
Theoretical Reflection

How to serve the audience? The Belgian National Radio Institute (N.I.R.) in search of putting into practice the public service remit through its music and audience policy before the era of television (1930-1953). How to serve the audience? The Belgian National Radio Institute (N.I.R.) in search of putting into practice the public service remit through its music and audience policy before the era of television (1930-1953). This article questions in what way the Belgian radio-broadcaster was searching how to put into practice the central public service remit through its music and audience policy from the start of the institute in 1930 till the launch of television in 1953. Departing from a theoretical reflection on the concept of Public Service Broadcasting, this article presents the results of a qualitative content analysis of policy documents (minutes, annual reports) as well as writings of key members of the N.I.R.-staff. It reveals a shared paternalistic vision on the public service remit as well as oppositional views upon the audience and how to serve it.

scholarly journals Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

2018 ◽  
Vol 8 (4) ◽  
pp. 187 ◽  
Author(s):  
Martin Dür ◽  
Lars Keller
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Gender Equality ◽  
Sustainable Development Goals ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Development Goals

Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

Becoming a competent teacher in education for sustainable development

2019 ◽  
Vol 20 (4) ◽  
pp. 630-653 ◽  
Author(s):  
Jan-Ole Brandt ◽  
Lina Bürgener ◽  
Matthias Barth ◽  
Aaron Redman
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Education Program ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Competence Development ◽  
Assessment Tools ◽  
Content Type ◽  
Action Competence

Purpose This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD. Design/methodology/approach A multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests. Findings The results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD. Originality/value The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

scholarly journals Digitalization and higher education for sustainable development in the context of the Covid-19 pandemic: A content analysis approach

2022 ◽  
Vol 20 (1) ◽  
pp. 27-40
Author(s):  
Ruihui Pu ◽  
Danai Tanamee ◽  
Songyu Jiang
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Content Analysis ◽  
Technology Use ◽  
Technological Development ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
Education Quality ◽  
Digital Platform ◽  
Teaching Attitudes

Higher education for sustainable development (HESD) in the Covid-19 pandemic faces different challenges. Empirically few studies to date have introduced much on the digitalization of higher education for sustainable development. This study aims to explore and explain the digitalization of HESD from different attitudes and to build linkages of the digitalization in HESD. Furthermore, the study makes content analysis where 1,200 tweets on digitalization in higher education for sustainable development are collected from Twitter, and 19 documents have further categorized information data via NVivo. In addition, 22 students and 9 instructors were invited for a semi-structured interview to further supplement this study and confirm its findings. This study finds that attitudes towards digitalization in the study area can be divided into three correlated attitude layers. Teaching attitudes and educational attitudes are the first level, and the second level is the digital platform attitude, technology use attitude, and resource attitude. Furthermore, network attitude, service attitude, and development attitude are the third level. Thus, through the analysis, this study suggests higher education institutions should make improvements in digitalized teaching, education quality via innovation, technological development, resources use, and development via creating a better digital platform or environment is essential for genuinely promoting the HESD.

scholarly journals One Transformation Path Does Not Fit All—Insights into the Diffusion Processes of Education for Sustainable Development in Different Educational Areas in Germany

2019 ◽  
Vol 11 (1) ◽  
pp. 269 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Nadine Etzkorn ◽  
Janne Von Seggern
Keyword(s):  
Sustainable Development ◽  
Diffusion Process ◽  
Diffusion Processes ◽  
Qualitative Content Analysis ◽  
Innovation System ◽  
Education For Sustainable Development ◽  
Vocational Education And Training ◽  
Transformation Path ◽  
National Monitoring ◽  
Expert Interview

While Education for Sustainable Development (ESD) is increasingly being implemented in educational systems, monitoring projects which capture the status and diffusion processes of ESD are also gaining relevance. The article presents part of the national monitoring of ESD in Germany—a qualitative expert interview study—which aims to analyze the diffusion process of ESD in different educational areas (early childhood education, school education, vocational education and training, higher education, non-formal learning organizations, and local authorities). Its goal is to gain a systematic understanding of the diffusion process of ESD in the different areas of the German educational system. For the analysis of the 66 expert interviews, a qualitative content analysis was used. The overarching result of the study is that there is no single transformation path of ESD diffusion that fits all educational areas. Instead, characteristics of ESD as well as prevailing structural conditions, systemic goals, and the understanding of education within the respective educational area have an impact on the diffusion of ESD. The diffusion process of ESD evolves within this circular interplay of innovation and innovation system. A deeper understanding of it therefore has great potential for practitioners’ (self-) reflections and for further research projects.

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