In this paper, an Australian researcher considers what place different types of research should have in environmental and sustainability education (ESE) policy. The researcher defines policy as the application of values through the mechanisms of government. Policies are typically devised at the state or national level, but implementation depends on local context. The researcher argues that emotional affect, more than evidence, drives policy and is necessary to enact ESE policy.
The researcher distinguished between research for policy (commissioned by governments) and research of policy (wholly academic). Research for policy is usually published in plain text such as policy briefs with clear calls to action, whereas academic research of policy is published in more arcane journals. However, there is crossover between these spheres; universities are influenced by policy, and most policymakers are university-educated. Instead of research-informed policy, research (sometimes biased) is often used to make policy appear more legitimate. Academic research influences policy at various stages from global to local, typically through long-term, indirect effects as it “percolates” into policy makers' awareness.
The researcher claims that ESE researchers usually prefer to critique policy and change public opinion, rather than be directly involved in policymaking. Climate denial has been documented as a common issue in environmental policy, which has been perpetuated by a false equivalence between arguments in media. The researcher notes that it took catastrophic bushfires to make the Australian government admit the impacts of climate change.
This paper had limitations. It is written by one researcher from Australia; therefore, it is subject to that researcher's own biases and may not apply to other experiences. Pressures on ESE policy in Australia may not be applicable to other countries.
The researcher suggests that democracies that support freedom of knowledge should not depend solely on research for policy, but also research of policy, even if critical of policy. The researcher argues there is no time to wait for quality research to lead to quality education to lead to long-term effects, as the climate emergency demands immediate attention. Researchers must take on a critical, activist tone to alter public opinion and enact more sound ESE policy decisions. Educators might consider this perspective when thinking about research and policy, and their potential role as ESE activists.
The Bottom Line
<p>This researcher argues that emotional affect, more than evidence, drives policy and is necessary to enact environmental and sustainable education (ESE) policy. ESE policies are typically devised at the state or national level, but implementation depends on local follow-through. Academic research influences ESE policy at various stages from global to local, typically through long-term, indirect effects as it “percolates” into policymakers' awareness. The researcher argues researchers must use critical ESE policy research and activist climate research to alter public opinion and enact more sound ESE policy decisions. Educators might consider this perspective when thinking about research and policy, and their potential role as ESE activists.</p>
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