Tracing Sustainability: An International Comparison of ESD Implementation into Lower Secondary Education

Péter Bagoly-Simó
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Péter Bagoly-Simó: Péter Bagoly-Simó is with the Department of Geography Education, Humboldt University of Berlin, Germany. E-mail: peter.bagoly-simo@geo.hu-berlin.de

Journal of Education for Sustainable Development, 2013, vol. 7, issue 1, 95-112

Abstract: With the progress of the DESD, increasing numbers of researchers have been developing indicators to effectively measure the implementation of ESD in formal, informal and non-formal education. This paper aims to measure the implementation of ESD in secondary school curricula in three countries carrying the fingerprints of a developed (Germany), post-colonial (Mexico) and post-socialist (Romania) condition. The authors tested a set of four indicators measuring the depth and breadth of implementation. The results show that ESD continues to exist as (hyper-) specialized add-on knowledge in an overcrowded curriculum ( Jucker, 2011 ) that seems to further differentiate between high- and low-status knowledge ( Williams, 2008 ). The tested indicators offer an insight into the depth and breadth of ESD implementation across the entire curriculum.

Keywords: Implementation; lower secondary curriculum; Germany; Romania; Mexico (search for similar items in EconPapers)
Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:7:y:2013:i:1:p:95-112

DOI: 10.1177/0973408213495610

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