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<p>This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth – ESD) by means of compiling and analysing a corpus of policy documents written by English medium instruction (EMI) secondary schools in Estonia and Norway, respectively. Informed by the constructivist approach (Foucault, 1981), discursive representations of ESD in the study were operationalised as discursive strategies that were employed in naming, referring to, and providing an evaluative perspective to ESD-related topics. In this study, the corpus of policy documents published by EMI secondary schools in Estonia and Norway was collected in order to analyse discursive representations of ESD by means of applying a qualitative content analysis. The results of the analysis indicated that the discursive representations of ESD were similarly construed in policy documents written and communicated by EMI secondary schools in Estonia and Norway. Those findings were further discussed in the article in conjunction with their didactic implications.</p>
</abstract>

This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth – ESD) by means of compiling and analysing a corpus of policy documents written by English medium instruction (EMI) secondary schools in Estonia and Norway, respectively. Informed by the constructivist approach (Foucault, 1981), discursive representations of ESD in the study were operationalised as discursive strategies that were employed in naming, referring to, and providing an evaluative perspective to ESD-related topics. In this study, the corpus of policy documents published by EMI secondary schools in Estonia and Norway was collected in order to analyse discursive representations of ESD by means of applying a qualitative content analysis. The results of the analysis indicated that the discursive representations of ESD were similarly construed in policy documents written and communicated by EMI secondary schools in Estonia and Norway. Those findings were further discussed in the article in conjunction with their didactic implications.

Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

Western Norway University of Applied Sciences

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This article introduces and discusses a study that aims at illuminating discursive representations of education for sustainable development (henceforth – ESD)...

Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

Publié en ligne: 29 mai 2021

Pages: 55 - 66

DOI: https://doi.org/10.2478/dcse-2021-0005

Mots clés
discursive representation, education for sustainable development (ESD), English medium instruction (EMI), policy documents, secondary school

© 2021 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Discursive Representations of Education for Sustainable Development in Policy Documents by English Medium Instruction Schools in Estonia and Norway

Publié en ligne: 29 mai 2021

Pages: 55 - 66

DOI: https://doi.org/10.2478/dcse-2021-0005

Mots clésdiscursive representation, education for sustainable development (ESD), English medium instruction (EMI), policy documents, secondary school

© 2021 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
discursive representation, education for sustainable development (ESD), English medium instruction (EMI), policy documents, secondary school