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Environmental Education-related Policy Enactment in Japanese High Schools

Author

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  • Melissa Glackin

    (Melissa Glackin is Senior Lecturer in Science Education, School of Education, Communication and Society, King’s College London, United Kingdom.)

  • Kate Greer

    (Kate Greer is a Research Associate with the School of Education, Communication and Society, King’s College London, United Kingdom. E-mail: kathryn.greer@kcl.ac.uk)

Abstract

Over the past decade, Japan’s rich tradition of environmental education-related policy has shifted to encompass international discourse concerning global competition and education for sustainable development. In view of this shift, this article explores environmental education-related policy enactment from the perspective of high school teachers. In-depth interviews were conducted with 16 experienced teachers and were analysed using the environmental education-related conceptual lenses of Lucas (1972) and Stevenson (1987, 2007). The findings suggest that the current policy enactment in Japanese high schools features a narrow interpretation of environmental education that emphasises knowledge acquisition and overlooks the development of practical skills, attitudes or democratic citizenship. This case study highlights the necessity that, for a progressive environmental education to become established, policymakers must find a way to balance local knowledge with the demands of international organizations, paying particular attention to curriculum ideology, policy competition and the teachers’ voice in policy creation.

Suggested Citation

  • Melissa Glackin & Kate Greer, 2021. "Environmental Education-related Policy Enactment in Japanese High Schools," Journal of Education for Sustainable Development, , vol. 15(2), pages 165-185, September.
    • Handle: RePEc:sae:jousus:v:15:y:2021:i:2:p:165-185
    DOI: 10.1177/09734082211031325
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    Keywords

    High school; Japan; ESD; policy; enactment;
    All these keywords.

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