Abstract

This paper investigates how ESD is recontextualised in pedagogic practice in geography teaching in Hanoi, Vietnam, with the case study in two schools. Empirical materials for this study include video recordings and observations of 15 geography lessons conducted between 2016 and 2019. The lessons were selected based on the areas where the teachers thought they would be promoting ESD. Bernstein’s Sociological Theory of Education (1973-1996) was used as the theoretical frame for analysing the pedagogic practice. Our findings show that (1) an explicit hierarchy frames the interaction between teachers and students; (2) the selection of knowledge and skills is governed by strong classification and framing of curricula and textbooks; (3) teachers follow the sequence of knowledge in the textbooks; (4) the teachers’ evaluation of the students is based on examining how well students reproduce the textbook contents. The observed pedagogic practice demonstrates a performance-based model of pedagogy, in contrast to a constructivist approach, which the tenets of ESD call for. We conclude that the implementation of the global principles of ESD could help educators/teachers face the challenges of applying a more transformative, constructivist pedagogic practice in Vietnam.

摘要

本文研究了在越南河内的地理教学中，如何在教学实践中重新界定可持续发展教育，并以两所学校为例。这项研究的经验材料包括视频记录和对2016年至2019年之间进行的15项地理课程的观察。根据老师认为他们将促进ESD的领域来选择课程。伯恩斯坦的社会学教育理论（1973-1996）被用作分析教学实践的理论框架。我们的发现表明：（1）明确的层次结构构架了师生之间的互动；（2）知识和技能的选择受课程和教科书的严格分类和框架约束；（3）教师遵循教科书中的知识顺序；（4）教师对学生的评价是基于检查学生对教科书内容的再现程度。与可持续发展教育的宗旨所要求的建构主义方法相反，观察到的教学实践证明了基于绩效的教学方法模型。我们的结论是，实施可持续发展教育的全球原则可以帮助教育工作者/教师面对在越南采用更具变革性，建构主义的教学方法的挑战。