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Tracing Sustainability: An International Comparison of ESD Implementation into Lower Secondary Education

Author

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  • Péter Bagoly-Simó

    (Péter Bagoly-Simó is with the Department of Geography Education, Humboldt University of Berlin, Germany. E-mail: peter.bagoly-simo@geo.hu-berlin.de)

Abstract

With the progress of the DESD, increasing numbers of researchers have been developing indicators to effectively measure the implementation of ESD in formal, informal and non-formal education. This paper aims to measure the implementation of ESD in secondary school curricula in three countries carrying the fingerprints of a developed (Germany), post-colonial (Mexico) and post-socialist (Romania) condition. The authors tested a set of four indicators measuring the depth and breadth of implementation. The results show that ESD continues to exist as (hyper-) specialized add-on knowledge in an overcrowded curriculum ( Jucker, 2011 ) that seems to further differentiate between high- and low-status knowledge ( Williams, 2008 ). The tested indicators offer an insight into the depth and breadth of ESD implementation across the entire curriculum.

Suggested Citation

  • Péter Bagoly-Simó, 2013. "Tracing Sustainability: An International Comparison of ESD Implementation into Lower Secondary Education," Journal of Education for Sustainable Development, , vol. 7(1), pages 95-112, March.
    • Handle: RePEc:sae:jousus:v:7:y:2013:i:1:p:95-112
    DOI: 10.1177/0973408213495610
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