Abstract

Within an educational system increasingly focused on test-based accountability, how can a local education authority adopt an interdisciplinary environmental and sustainability education (ESE) policy? What local and global factors and actors shape and inform the creation of such a policy? In answering these questions, this article examines the formulation of ESE policy in the New York City Department of Education. Based on an analysis of archival documents and 20 expert interviews, the study draws on the Advocacy Coalition Framework and extends its application by adding global and social movement perspectives. In doing so this study find that external events enabled the initial enactment of the policy in 2009, while the practice and local pilots of ESE programs substantially informed the reformulation of the policy in 2012.

摘要

在一个越来越注重基于考试的问责制的教育系统中，地方教育机构如何采用跨学科的环境与可持续性教育（ESE）政策？哪些本地和全球因素以及参与者在塑造和指导这种政策的制定？在回答这些问题时，本文考察了纽约市教育局的ESE政策制定情况。基于对存档文件的分析和20次专家访谈，该研究借鉴了“倡导联盟框架”，并通过添加全球和社会运动视角来扩展其应用。通过这样做，本研究发现外部事件使该政策于2009年得以首次颁布，而ESE计划的实践和本地试点在很大程度上为2012年该政策的重新制定提供了信息。