The Significance of a National Context: A Comparison of Environmental Education in Turkey and New Zealand

Calik M., Eames C.

ASIA-PACIFIC EDUCATION RESEARCHER, cilt.21, sa.3, ss.423-433, 2012 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 21 Sayı: 3
  • Basım Tarihi: 2012
  • Dergi Adı: ASIA-PACIFIC EDUCATION RESEARCHER
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.423-433
  • Karadeniz Teknik Üniversitesi Adresli: Evet

Özet

As different countries strive to implement environmental education, it has become apparent that the environmental, socio-cultural, and economic context of each country places unique demands on the approaches that education might take. This article examines how this context has influenced the environmental education in two countries in quite different parts of the world: Turkey and New Zealand. We compare Turkey and New Zealand with each other in terms of the nature of the environment in each country, its socio-cultural history, and its current economic imperatives to demonstrate how these influence environmental education in the school sector. Likewise, we critique this education in the light of our analysis to signal where educational directives may or may not be effective in pursuing the goals of sustainable development.

As different countries strive to implement environmental education, it has become apparent that the environmental, socio-cultural, and economic context of each country places unique demands on the approaches that education might take. This article examines how this context has influenced the environmental education in two countries in quite different parts of the world: Turkey and New Zealand. We compare Turkey and New Zealand with each other in terms of the nature of the environment in each country, its socio-cultural history, and its current economic imperatives to demonstrate how these influence environmental education in the school sector. Likewise, we critique this education in the light of our analysis to signal where educational directives may or may not be effective in pursuing the goals of sustainable development.