Andrew Bieler

Marcia McKenzie; Andrew Bieler; Rebecca McNeil

This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in considering the uptake of sustainability in education policy. We ask to what extent sustainability as a vehicular idea may be twinning with processes of neoliberalization in education policy in ways that may undermine aspirations of, and action on, environmental sustainability. Toward the end of the paper, we draw on data from an empirical study to help elucidate how the analytic frames of policy mobility can inform our analyses of the potential concerns and possibilities of sustainability as a vehicular idea. In particular, we investigate how sustainability and related language have been adopted in the policies of Canadian post-secondary education institutions over time. The paper closes by suggesting the potential implications of the proceeding analyses for policymakers, practitioners, and researchers concerned with sustainability in education policy.

Andrew Bieler; Randolph Haluza-Delay; Ann Dale; Marcia McKenzie

This article analyses the depth of engagement with climate change education policy across all 13 provinces and territories in Canada. A comparative content analysis of 13 climate action plans (CAP) and 90 K-12 education policy documents shows a major gap existing between Canada’s climate and education policies. While subnational climate policy calls for education to contribute substantially to addressing climate change, education policy is not aligned towards this call. Three themes emerged within the overview of the provinces and territories: shallow engagement with climate change within education policies; the predominance of energy efficiency upgrades for schools as a foremost education sector objective; and policy gaps that show a lack of attention to many areas of climate education. Further detailing the climate change education objectives in four provinces identified as playing a leadership role in climate policy, this research suggests that even among these climate leaders, K-12 education policy minimally attends to climate change. Alignment between Canadian and international trends in climate change education is also assessed.

Marcia McKenzie; Andrew Bieler

Andrew Bieler; Marcia McKenzie

Joseph A. Henderson; Andrew Bieler; Marcia McKenzie

Marcia McKenzie; Andrew Bieler

Marcia McKenzie; Andrew Bieler

Marcia McKenzie; Andrew Bieler

Marcia McKenzie; Andrew Bieler

Marcia McKenzie; Andrew Bieler