Open AccessWhy Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany
Author(s) -
Janne von Seggern,
Mandy SingerBrodowski
Publication year - 2020
Publication title -
zep. zeitschrift für internationale bildungsforschung und entwicklungspädagogik
Language(s) - English
Resource type - Journals
eISSN - 2699-5549
pISSN - 1434-4688
DOI - 10.31244/zep.2020.04.04
Subject(s) - corporate governance , education for sustainable development , civil society , context (archaeology) , political science , process (computing) , public administration , sustainable development , state (computer science) , public relations , sociology , management , economics , geography , politics , archaeology , computer science , law , operating system , algorithm
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.