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Antje Brock
Institut Futur, Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany

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Research article
Published: 14 September 2020 in Environmental Education Research
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While science–policy interfaces (SPIs) are argued to be crucial in developing and implementing effective public policy programmes, what happens in a particular SPI policy-research relationship remains under-researched, particularly in relation to ‘success criteria’ for policy makers and researchers. In this article, we address this gap by examining the SPI created for monitoring the national implementation of UNESCO’s Global Action Programme for Education for Sustainable Development (ESD) policies in Germany. Our study used analytical autoethnography and intersubjective group discussions with the ESD-SPI researchers. Findings illustrate key considerations for fostering productive working relationships. These include: (i) dealing with different expectations and perspectives on measuring policy implementation; (ii) reflecting on the diverse ways an evidence base is used; and (iii) becoming more aware of and factoring in power dynamics, at the SPI. We conclude with a series of questions for further examining ‘critical detachment’ by researchers and ‘constructive involvement’ with policymakers in SPIs.

ACS Style

Mandy Singer-Brodowski; Antje Brock; Julius Grund; Gerhard de Haan. Reflections on the science–policy interface within education for sustainable development in Germany. Environmental Education Research 2020, 27, 554 -570.

AMA Style

Mandy Singer-Brodowski, Antje Brock, Julius Grund, Gerhard de Haan. Reflections on the science–policy interface within education for sustainable development in Germany. Environmental Education Research. 2020; 27 (4):554-570.

Chicago/Turabian Style

Mandy Singer-Brodowski; Antje Brock; Julius Grund; Gerhard de Haan. 2020. "Reflections on the science–policy interface within education for sustainable development in Germany." Environmental Education Research 27, no. 4: 554-570.

Journal article
Published: 25 May 2020 in Sustainability
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Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are required for a comprehensive structural implementation of ESD in Germany. Although the results of the study focus on the status and progress of ESD within the German education system, the methodological framework may also serve as groundwork for other independent, comprehensive, and supportive monitoring programs.

ACS Style

Jorrit Holst; Antje Brock; Mandy Singer-Brodowski; Gerhard De Haan. Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System. Sustainability 2020, 12, 4306 .

AMA Style

Jorrit Holst, Antje Brock, Mandy Singer-Brodowski, Gerhard De Haan. Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System. Sustainability. 2020; 12 (10):4306.

Chicago/Turabian Style

Jorrit Holst; Antje Brock; Mandy Singer-Brodowski; Gerhard De Haan. 2020. "Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System." Sustainability 12, no. 10: 4306.

Journal article
Published: 02 April 2020 in Sustainability
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Despite its role as a key factor for transformation, there is still a lack of large-scale studies on the effects of Education for Sustainable Development (ESD). The aim of this study is to predict sustainable behavior based on reported implementation of ESD as well as psychological (e.g., attitudes, emotions) and socio-demographic variables. Descriptive statistics and a multiple regression model were used to analyze data from 2564 young people from different formal educational fields and 525 teachers from Germany. Both learners and educators desire a distinctly higher amount of ESD within formal educational settings compared to the status quo. The multiple regression model explains 26% of variance in sustainable behavior. By far the strongest predictors are, firstly, connectedness with nature, followed by emotions regarding sustainability and ESD implementation on the content level (making connections between past, present and future, the local and the global, and ecology, economy and the social). One implication of the research findings is an “update” for ESD: Emphasizing the emotional dimension of education and relating the didactics of “controversial issues” to ESD.

ACS Style

Julius Grund; Antje Brock. Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability 2020, 12, 2838 .

AMA Style

Julius Grund, Antje Brock. Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability. 2020; 12 (7):2838.

Chicago/Turabian Style

Julius Grund; Antje Brock. 2020. "Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action." Sustainability 12, no. 7: 2838.

Journal article
Published: 09 February 2019 in Sustainability
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(1) Hope and optimism are strongly connected to physical and psychological health and have been much researched in the field of positive psychology. Research has shown that hope is connected to pro-environmental behavior and plays an important role in ESD. (2) In order to operationalize hope and optimism, in a survey, 2564 young people and 525 teachers in Germany assessed the probability and desirability of predefined future scenarios. (3) Only every fourth respondent is optimistic regarding the global future. The biggest discrepancy between expectation and desirability exists with regard to climate change. Latent class analysis revealed four classes, whereby 50% of the participants are “sustainability-affine but disillusioned”. This half of the sample has great potential to promote a sustainable future: For them, a positive socio-ecological future has by far the highest value. They report the strongest emotions regarding SD and want to take the most responsibility for SD. Surprisingly, they do not disclose more sustainable behavior in comparison to the other classes. (4) The low expectation of positive socio-ecological developments might be a central factor in preventing half of the sample from behaving more sustainable and indicating a strong potential for hope. The implications for Education for Sustainable Development are discussed.

ACS Style

Julius Grund; Antje Brock. Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education. Sustainability 2019, 11, 893 .

AMA Style

Julius Grund, Antje Brock. Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education. Sustainability. 2019; 11 (3):893.

Chicago/Turabian Style

Julius Grund; Antje Brock. 2019. "Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education." Sustainability 11, no. 3: 893.

Journal article
Published: 18 July 2018 in Sustainability
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Education for Sustainable Development (ESD) is a core element of UNESCO’s Sustainable Development Goal (SDGs) Target 4.7, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development. The German Federal Ministry for Education and Research (BMBF) followed suit in 2015 and launched a high scale national monitoring of the current state of ESD implementation. In this context, suitable ESD indicators should be analyzed to inform policy and research agendas. The present project is part of the national monitoring within Germany’s Global Action Program (GAP) actions. The research team at the University of Education in Freiburg conducted a study to evaluate the accessibility of data and the measurability of ESD-relevant teacher training (TT). During the two-step procedure for data collection on ESD-relevant TTs in Germany, an extensive list of ESD related search terms first captured 66,935 TTs with possible ESD relevance in the evaluation period. Second, the collected data was analyzed using Mayring’s qualitative content analysis. The 66,935 TTs were thereby reduced to 3818 TTs with different degrees of ESD relevance. The results of the evaluation study show that suitable ESD indicators, the FESD (formula for the ESD-indicator for TTs) (basic), FESD (basic, rated) and FESD (pro), could be developed and calculated for 15 of 16 federal states in Germany. The gathered insights show a path towards ESD monitoring in TT to clarify the needs and achievements of ESD implementation in the field of continuing education of teachers. However, the presented indicators only show a possible path for ESD indicator development. A comprehensive set of ESD indicators should also focus on the micro or output (e.g., ESD competencies) level. These insights for the future seem worth striving for not only in Germany or on the national level but also internationally to foster ESD, Target 4.7 of the SDGs and the SDGs in general.

ACS Style

Eva-Maria Waltner; Werner Rieß; Antje Brock. Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany. Sustainability 2018, 10, 2508 .

AMA Style

Eva-Maria Waltner, Werner Rieß, Antje Brock. Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany. Sustainability. 2018; 10 (7):2508.

Chicago/Turabian Style

Eva-Maria Waltner; Werner Rieß; Antje Brock. 2018. "Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany." Sustainability 10, no. 7: 2508.