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Hegemony and the politics of policy making for education for sustainable development: A case study of Vietnam

机译：霸权与可持续发展教育决策政治：以越南为例

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Assumptions are readily made about the global nature and discourse of education for sustainable development. This study challenges assumptions made about structural power as expressed through Education for Sustainable Development (ESD) policy and politics of education. Focusing on the concept of sustainable development (SD) and ESD, the research examined the culturally contextualized question: How should we understand the relationship between these policy concepts, structural power, hegemony and the hegemonic discourses that articulate them? A case analysis of the political and educational history of Vietnam is used to highlight how assumptions on the hegemonic potential of SD and ESD may or may not be appropriate, or adequate, for understanding that relationship at the depth required for critical purposes. The findings of a discourse analysis of relevant policy documents suggests the meanings of these concepts are not fully determined and cannot be seen as expressions of a determinable overall state of power relations or hegemony. Instead, they are suggestive of the limits of hegemonic power and allow for the emergence of a space of contestation. This space is at play in the political contestation of the meaning of SD and ESD in Vietnamese policy.
机译：关于可持续发展教育的全球性质和论述的假设很容易。这项研究挑战了通过可持续发展教育（ESD）政策和教育政治所表达的关于结构性力量的假设。该研究着眼于可持续发展（SD）和ESD的概念，研究了文化背景下的问题：我们如何理解这些政策概念，结构性权力，霸权和表达它们的霸权话语之间的关系？通过对越南政治和教育历史的案例分析，强调了对SD和ESD霸权潜力的假设可能不恰当，也可能不足够，不足以充分理解关键目的所需的这种关系。对相关政策文件进行话语分析的结果表明，这些概念的含义尚未完全确定，因此不能视为可确定的总体权力关系或霸权状态的表达。相反，他们暗示了霸权的局限性，并允许出现竞争空间。这种空间在越南政策中关于可持续发展和可持续发展的意义的政治争论中发挥着作用。

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