ABSTRACT

This article explores the role of affect in influencing whether and how education policy on sustainability is circulated, adopted or resisted. Drawing on empirical data from K-12 education across Canada, the paper examines the mobility of sustainability in education policy in relation to i) collective affective conditions, ii) the mediating influences of affective bodily encounters, and iii) affect as a target of apparatuses of power. The analysis suggests how collective conditions of precarity or environmental responsibility, policy actors’ attachments to nature and relationships with other policy actors, and the affective mediations of technologies of power such as eco-certification programs, all contribute to mobilizing sustainability in education policy in the schools, divisions, and ministries under study. The article offers insights for sustainability initiatives in education and for research attending to the affective mobilities of education policy.

摘要

本文探讨了情感在影响可持续性教育政策是否以及如何传播、采用或抵制方面的作用。借鉴加拿大 K-12 教育的经验数据，本文研究了教育政策中可持续性的流动性，与 i) 集体情感条件，ii) 情感身体接触的中介影响，以及 iii) 作为设备目标的情感的权力。分析表明，不稳定或环境责任的集体条件、政策参与者对自然的依恋以及与其他政策参与者的关系，以及诸如生态认证计划等权力技术的情感调解，都有助于调动教育政策的可持续性。正在研究的学校、部门和部委。