Katrien Van Poeck is a Postdoctoral Researcher at Ghent University's Centre for Sustainable Development. She conducts and supervises research projects on experiential learning in the context of urban sustainability transitions and on sustainability in higher education, and coordinates the international research networks SEDwise ('Sustainability Education – Teaching and learning in the face of wicked socio-ecological problems') and 'Public pedagogy and sustainability challenges'. Empirically and theoretically examining education's role in building a more sustainable world, she aims to contribute to progressing scholarship on the relation between educative and political spaces. Jonas A. Lysgaard is Associate Professor in the Danish School of Education at Aarhus University, Denmark. He conducts research on environmental and sustainability education that draws on theoretical perspectives inspired by Lacanian psychoanalysis and contemporary perspectives on materiality. His recent studies include work on educational ideals and philosophies of education, nature and realism as these apply to climate change, sustainable schools initiatives and health promotion.Alan Reid is Associate Professor in the Faculty of Education at Monash University, Australia. He is the editor of the research journal, Environmental Education Research. He conducts a range of studies focused on teachers’ thinking and practice in environmental and sustainability education, and associated traditions, capacities and issues in theory, research and practice. He is particularly interested in the history and possible future of the field.

• Preface Editorial Introduction 1. The roots and routes of environmental and sustainability education policy research 2. A Case Study of Dilemmas and Tensions: the writing and consultation process involved in developing a national guideline document for environmental education 3. Science: an unreliable friend to environmental education? 4. On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus 5. Education policy mobility: reimagining sustainability in neoliberal times 6. The Quest for Holism in Education for Sustainable Development 7. Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate 8. Unsettling orthodoxies: education for the environment/for sustainability 9. Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? 10. Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines 11. Education for Sustainable Development, governmentality and Learning to Last 12. The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria 13. Pluralism in practice – experiences from Swedish evaluation, school development and research 14. Environmental education policy research – challenges and ways research might cope with them 15. Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders 16. Globalisation and education for sustainable development: exploring the global in motion 17. Environmental and sustainability education policy research: a systematic review of methodological and thematic trends

Katrien Van Poeck is a Postdoctoral Researcher at Ghent University's Centre for Sustainable Development. She conducts and supervises research projects on experiential learning in the context of urban sustainability transitions and on sustainability in higher education, and coordinates the international research networks SEDwise ('Sustainability Education – Teaching and learning in the face of wicked socio-ecological problems') and 'Public pedagogy and sustainability challenges'. Empirically and theoretically examining education's role in building a more sustainable world, she aims to contribute to progressing scholarship on the relation between educative and political spaces. Jonas A. Lysgaard is Associate Professor in the Danish School of Education at Aarhus University, Denmark. He conducts research on environmental and sustainability education that draws on theoretical perspectives inspired by Lacanian psychoanalysis and contemporary perspectives on materiality. His recent studies include work on educational ideals and philosophies of education, nature and realism as these apply to climate change, sustainable schools initiatives and health promotion.Alan Reid is Associate Professor in the Faculty of Education at Monash University, Australia. He is the editor of the research journal, Environmental Education Research. He conducts a range of studies focused on teachers’ thinking and practice in environmental and sustainability education, and associated traditions, capacities and issues in theory, research and practice. He is particularly interested in the history and possible future of the field.

• Preface Editorial Introduction 1. The roots and routes of environmental and sustainability education policy research 2. A Case Study of Dilemmas and Tensions: the writing and consultation process involved in developing a national guideline document for environmental education 3. Science: an unreliable friend to environmental education? 4. On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus 5. Education policy mobility: reimagining sustainability in neoliberal times 6. The Quest for Holism in Education for Sustainable Development 7. Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate 8. Unsettling orthodoxies: education for the environment/for sustainability 9. Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? 10. Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines 11. Education for Sustainable Development, governmentality and Learning to Last 12. The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria 13. Pluralism in practice – experiences from Swedish evaluation, school development and research 14. Environmental education policy research – challenges and ways research might cope with them 15. Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders 16. Globalisation and education for sustainable development: exploring the global in motion 17. Environmental and sustainability education policy research: a systematic review of methodological and thematic trends

Katrien Van Poeck is a Postdoctoral Researcher at Ghent University's Centre for Sustainable Development. She conducts and supervises research projects on experiential learning in the context of urban sustainability transitions and on sustainability in higher education, and coordinates the international research networks SEDwise ('Sustainability Education – Teaching and learning in the face of wicked socio-ecological problems') and 'Public pedagogy and sustainability challenges'. Empirically and theoretically examining education's role in building a more sustainable world, she aims to contribute to progressing scholarship on the relation between educative and political spaces. Jonas A. Lysgaard is Associate Professor in the Danish School of Education at Aarhus University, Denmark. He conducts research on environmental and sustainability education that draws on theoretical perspectives inspired by Lacanian psychoanalysis and contemporary perspectives on materiality. His recent studies include work on educational ideals and philosophies of education, nature and realism as these apply to climate change, sustainable schools initiatives and health promotion.Alan Reid is Associate Professor in the Faculty of Education at Monash University, Australia. He is the editor of the research journal, Environmental Education Research. He conducts a range of studies focused on teachers’ thinking and practice in environmental and sustainability education, and associated traditions, capacities and issues in theory, research and practice. He is particularly interested in the history and possible future of the field.

• Preface Editorial Introduction 1. The roots and routes of environmental and sustainability education policy research 2. A Case Study of Dilemmas and Tensions: the writing and consultation process involved in developing a national guideline document for environmental education 3. Science: an unreliable friend to environmental education? 4. On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus 5. Education policy mobility: reimagining sustainability in neoliberal times 6. The Quest for Holism in Education for Sustainable Development 7. Tensions and transitions in policy discourse: recontextualizing a decontextualized EE/ESD debate 8. Unsettling orthodoxies: education for the environment/for sustainability 9. Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? 10. Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines 11. Education for Sustainable Development, governmentality and Learning to Last 12. The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria 13. Pluralism in practice – experiences from Swedish evaluation, school development and research 14. Environmental education policy research – challenges and ways research might cope with them 15. Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders 16. Globalisation and education for sustainable development: exploring the global in motion 17. Environmental and sustainability education policy research: a systematic review of methodological and thematic trends