ABSTRACT

Drawing on data from three levels of education policy-making in Canada, in this paper we identify variegated interactions of global circulations of sustainability discourses in education in relation to priorities and responses at subnational levels of government, including provinces and territorial ministries of education, local school divisions, and schools. Understanding ‘scale’ as mutable and practiced vs. fixed, we discuss instances of policy recoding or mutation when global UN priorities have been shifted to reflect language or priorities suited to education ministries and school divisions; as well as examples of policy immobility, where subnational education bodies did not engage with UN sustainability approaches. Cases of policy amplification are also highlighted, in which school division policy priorities appeared to increase the influence of provincial policy. In some cases, intentional efforts of ‘rescaling’ seemed to influence policy responses, such as through processes of school division amalgamation, or the growing attempts to relocalise policy in Canada’s north. We draw on data from across six Canadian provinces and territories and 10 school divisions to better understand the mobilities of sustainability in education policy in relation to subnational policy practice, including via topological influences such as policy actors and certification programmes.

摘要

基于加拿大教育政策制定的三个层面的数据，在本文中，我们确定了教育可持续发展话语的全球流通与地方以下各级政府（包括省和地区教育部门）的优先事项和应对措施之间的各种相互作用学校部门和学校。理解“规模”是可变的和实践的，还是固定的，我们讨论了在全球联合国优先事项已发生变化以反映适合教育部门和学校部门的语言或优先事项时政策重新编码或变更的情况；以及地方政府教育机构未采用联合国可持续性方法的政策不作为的例子。还强调了政策放大的案例，在这种情况下，学校部门的政策重点似乎增加了省级政策的影响力。在某些情况下，“重新调整规模”的有意努力似乎会影响政策对策，例如通过学校部门合并的过程，或在加拿大北部对政策进行重新定位的尝试不断增加。我们利用来自加拿大六个省和地区以及十个学校部门的数据，以更好地了解与地方政府政策实践相关的教育政策可持续性发展的动因，包括通过政策参与者和认证计划等拓扑影响。