Taking stock of the UN Decade of Education for Sustainable Development: The policymaking process in Flanders

In this paper, we address the implementation of the UN Decade of Education for Sustainable Development (ESD) in Flanders, a sub-national entity of Belgium. Our analysis shows how the policy-making process in Flanders is inextricably intertwined with three developments in environmental and educational policy: the increasing impact of ESD policy and discourse on environmental education, the framing of social and political problems as learning problems, and ecological modernisation. These trends give shape to a post-ecologist and post-political policy regime and, thus, affect what is possible and acceptable within Flemish ESD policy. However, this case study also revealed that these developments do not completely determine ESD policy-making in Flanders. Our examination thus allowed us to understand how the actual policy translation in a particular local setting brings about powers that legitimise and maintain as well as counteract the bounds of the policy regime that emerged in the context of the UN Decade.

Publication year:2014

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CSS-citation score:1

Authors from:Higher Education

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