Sustainability as Wild Policy: Mobile SDG Interventions and Land-informed Policy in Education

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Discourse-Studies in the Cultural Politics of Education Pub Date : 2023-09-03 DOI:10.1080/01596306.2022.2091519

Marcia McKenzie, Alex Wilson

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引用次数: 3

Abstract

ABSTRACT This paper engages narratives from Tess Lea’s (2020) book ‘Wild Policy’ for how they help consider the messy or ‘wild’ nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as informed by our experiences as settler and Cree university researchers concerned with place and land-informed education policy. Engaging with a methodological framing of policy ecology, the article considers both policy artifacts and ‘ambiences’ or materialities, and their interrelations. We examine how a Saskatchewan university’s draft SDG plan manifests aspects of pre-fabricated globally mobile ‘wild policy’, including in its gaps in land-informed Indigenous engagement. Instead, we suggest how more systemic and decolonizing approaches to land-informed education policy, as in development in Inuit-based higher education in Nunavut, can inform both future policy decision-making and policy research.

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可持续性作为野生政策：移动可持续发展目标干预和教育中的土地知情政策

本文采用了Tess Lea(2020)的《野生政策》(Wild Policy)一书中的叙述，讲述了它们如何帮助考虑全球可持续政策干预的混乱或“野生”性质，包括其最新形式的联合国可持续发展目标(sdg)。我们这样做的依据是努纳武特地区教育研究的数据，以及我们作为定居者和克里大学研究人员关注地方和土地教育政策的经验。本文采用政策生态学的方法论框架，考虑了政策工件和“环境”或物质，以及它们之间的相互关系。我们研究了萨斯喀彻温大学的可持续发展目标计划草案如何体现预制的全球移动“野生政策”的各个方面，包括其在土地知情的土著参与方面的差距。相反，我们建议采取更加系统化和非殖民化的方法来制定基于土地的教育政策，就像在努纳武特以因纽特人为基础的高等教育的发展一样，可以为未来的政策决策和政策研究提供信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.