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Environment and sustainability education research as policy engagement: (re-) invigorating ′politics as potentia′ in South Africa
Environmental Education Research
Using a meta-review approach organized historically in relation to critical policy incidents, this paper critically reviews the process of developing and (re) invigorating Environment and Sustainability Education (ESE) (policy) research as ESE policy engagement over a 30+ year period in a rapidly transforming society, South Africa. It offers an example of long term policy-research meta-review in a context of policy flux. It adds to a body of international ESE policy studies that are seeking to understand and develop the ESE research/policy interface as this relation emerges under more complex conditions. In particular, we respond to the finding in the systematic review of ESE policy research undertaken by Aikens, McKenzie and Vaughter (2016) which reports a geographic under-representation of Africa (amongst other places) in ESE policy studies, and González-Gaudiano (2016, 118)′s insight that ESE policy research in current neo-liberally dominated political conditions and as political process, is essentially an ″open, unsteady, incomplete, and relational process″. The Aikens et al. (2016) finding informed our decision to offer a substantive ′meta review′ of 30+ years of ESE policy research in South Africa including approximately 150 studies, thus making this body of research more visible and available for scrutiny in the international ESE policy sphere, while also offering us an opportunity for the reflexive introspection that is advised for ESE policy studies by Van Poeck and Lysgaard (2016). The paper develops around a concept of ESE research as policy engagement oriented towards a ′politics of potentia′ (Dussel, 2008), framing the ESE policy-research meta-review within a theory of politics.
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