著者

日本ESD 学会調査ワーキンググループ

出版者

日本ESD学会

雑誌

ESD研究 (ISSN:24365092)

巻号頁・発行日

vol.4, no.4, pp.5-22, 2021 (Released:2022-01-10)

著者

安部 由香子 御手洗 洋蔵 惟村 直公 熊澤 恵里子

出版者

日本ESD学会

雑誌

ESD研究 (ISSN:24365092)

巻号頁・発行日

vol.4, no.4, pp.36-52, 2021 (Released:2022-01-10)

参考文献数

13

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The purpose of this study is to examine SDGs and ESD in agricultural education based on text mining analysis of agricultural high schools using an educational practice questionnaire survey. There are many ESD practices in Japan, however, ESD research is lagging behind in agricultural high schools. Even though agricultural high schools work on good practices, especially in environmental education, most of them do not have a cross-curricular approach that incorporates the SDGs and ESD perspectives. The UNESCOAssociated Schools Project Network (ASPnet) was put in place as the national network among schools in Japan for promoting ESD. Nonetheless, only eight agricultural high schools have joined ASPnet. This analysis revealed that the practices of SDGs and ESD have some points in common. Most schools tended to use the word "local" in their responses to this questionnaire and mostly the objective of the practices is to help students reconsider features of their own society. In addition, personal transformation through SDGs and ESD is related to students’ career decisions. We found that principals and other teachers showed high awareness of and positive opinions about SDGs and ESD, and designing educational curriculums and school goals from the perspective SDGs can encourage to prompt a whole school approach to ESD. This study clarified that many agricultural high schools use Good Agricultural Practices (GAP) education as one of their SDGs practices.

著者

光橋 翠

出版者

日本ESD学会

雑誌

ESD研究 (ISSN:24365092)

巻号頁・発行日

vol.4, no.4, pp.23-35, 2021 (Released:2022-01-10)

参考文献数

40

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This research conducted a discourse analysis on the framework that defines educational policy in Japan and the world. It also assesses whether this discourse could lead the way for a sustainable society. This study drew on the narrative approach by Peter Moss to conduct meta-analysis on discourses on education. It took a broader perspective on competencies in education to embark on social transformation geared towards sustainability, which aligns with ESD’s objectives. It analyzed dominant discourses in education, by examining OECD’s Definition and Selection of Competencies Project (1997-2003), which had significant influence on defining the education framework in Japan between 2004 and 2016. It also assessed its relationships to competencies and examined their credibility on sustainability. This research identified "the story of knowledge-based society" originated from OECD’s new economic development strategy. In this narrative, children are simultaneously encouraged to acquire competencies to become competitive in the global market, while expected to cooperate for social cohesion. This dominant discourse is in line with neoliberalism and proves to be self-contradictory: the more competencies for global competitiveness are acquired the more competencies for co-existence are required because accelerated global competition tends to deplete social cohesion. To conclude, this research discusses OECD’s revised competencies published in 2019, which poses both possibilities and limitations to build a sustainable world beyond 2030.