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Discussing sustainable development among teachers :: an analysis from a conflict perspective
Linköping University, Department of Social and Welfare Studies.
Lärande och samhälle, Malmö högskola, Malmö.
School of Teacher Education. Halmstad University, Halmstad.
2014 (English)In: International Journal of Environmental and Science Education, ISSN 1306-3065, Vol. 9, 41-57 p.Article in journal (Refereed) Published
Abstract [en]

Education for Sustainable Development has been discussed as problematic, as a top down directive promoting an "indoctrinating" education. The concept of the intertwined dimensions (economic, social-cultural, and environmental) of sustainable development is seen both as an opportunity and as a limitation for pluralistic views of sustainability. In this paper we study possibilities that allow different perspectives of sustainability to emerge and develop in discussions. We focus on the conflicting perspectives of the intertwined dimensions in some main theoretical models in combination with the use of Wertsch's function of speech framework to construct a conflict reflection tool. As an illustrative case, we apply this conflict reflection tool to an analysis of a discussion among seven secondary school teachers on climate change. The results in this particular example show the dynamics of speech genre and content in developing different perspectives. We conclude our paper with a discussion of the conflicting view of the integrated dimensions of sustainability in relation to an agonistic pluralistic approach, and we consider its relevance in an educational context.

Place, publisher, year, edition, pages
2014. Vol. 9, 41-57 p.
Keyword [en]
Education for sustainable development, Environmental education, Agonistic pluralism, Dialogic function
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-114813DOI: 10.12973/ijese.2014.202aOAI: oai:DiVA.org:liu-114813DiVA: diva2:792616
Available from: 2015-03-04 Created: 2015-03-04 Last updated: 2017-12-04Bibliographically approved
In thesis
1. The educational challenge in "education for sustainable development": Qualification, social change and the political
Open this publication in new window or tab >>The educational challenge in "education for sustainable development": Qualification, social change and the political
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

What happens with the aims and purposes of education when sustainability issues of complexity, uncertainty, risk and necessity are to be handled in educational practises? In this thesis Helen Hasslöf analyses how secondary and upper secondary school teachers discuss aims and purposes of their teaching practices in the light of sustainable development as an overarching perspective. Conflicting aims are problematized to discuss purposes of education. The included articles thus elaborate on students’ possibilities to develop as political subjects, how to value what is seen as qualification of Education for Sustainable Development (ESD), and emerging myths of social change in relation to sustainability. Furthermore, the concept of sustainable development is elaborated from a conflict perspective in an educational setting. Theories and ideas from Bakhtin, Wertsch, Biesta and Laclau & Mouffe are important theoretical foundations. Analytical methods, inspired by discourse theory, are developed to be used for analysis of teachers’ meaning-making discussions.

Place, publisher, year, edition, pages
Malmö: Malmö högskola, 2015. 107 p.
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 85
Series
Malmö Studies in Educational Sciences, ISSN 1651-4513 ; 76
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-114828 (URN)10.3384/diss.diva-114828 (DOI)978-91-7104-627-7 (ISBN)978-91-7104-628-4 (ISBN)
Public defence
Orkanen, D 138, Malmö Högskola, Malmö (Swedish)
Opponent
Supervisors
Available from: 2015-03-04 Created: 2015-03-04 Last updated: 2015-03-04Bibliographically approved

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Publisher's full texthttp://dspace.mah.se/handle/2043/17646

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Hasslöf, Helen

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