In this paper we present an analysis of the sustainability and climate change strategy for education and children's services systems in England, produced by the Department for Education. Using critical discourse analysis, we juxtapose qualitative data collected from >200 youth teachers and teacher educators in the context of co-creating a manifesto for education and environmental sustainability. Through analysis of these two datasets, we evaluate the government's proposals for climate education and sustainability. We find that the strategy foregrounds economic concerns, with educational priorities driven by the ‘net zero’ policy agenda, and an over-reliance on increased science-focused knowledge and skills. The strategy suggests an absence of governmental responsibility and attention to the political dimensions of climate change. This is in contrast to stakeholder perspectives which see economic priorities as part of the problem and call for pro-environmental action at all levels, including from policymakers. The strategy has a depoliticising effect as it introduces additional demands for teachers and schools without the associated enabling policy environment. We argue that the strategy runs the risk of becoming a placebo for policy, with the appearance of ‘doing something’ whilst failing to address the fundamental policy problem.

中文翻译：

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将气候变化置于教育的核心：英格兰的战略是政策的安慰剂吗？

在本文中，我们对英国教育和儿童服务系统的可持续性和气候变化战略进行了分析，该分析由教育部制作。使用批判性话语分析，我们将从 200 多位青年教师和教师教育工作者那里收集的定性数据并置在一起，共同制定教育和环境可持续性宣言。通过对这两个数据集的分析，我们评估了政府对气候教育和可持续性的建议。我们发现该战略突出了经济问题，教育优先事项由“净零”政策议程驱动，并且过度依赖增加的以科学为中心的知识和技能。该战略表明政府缺乏对气候变化政治层面的责任和关注。这与利益相关者的观点形成鲜明对比，后者将经济优先事项视为问题的一部分，并呼吁包括政策制定者在内的各级采取环保行动。该战略具有去政治化的效果，因为它在没有相关有利政策环境的情况下对教师和学校提出了额外的要求。我们认为，该战略有成为政策安慰剂的风险，表面上是“有所作为”，但未能解决根本的政策问题。