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Critical thinking as room for subjectification in Education for Sustainable Development
Linköping University, Department of Social and Welfare Studies.
School of Teacher Education. Halmstad University, Halmstad.
2015 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 2, 239-255 p.Article in journal (Refereed) Published
Abstract [en]

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.

Place, publisher, year, edition, pages
2015. Vol. 21, no 2, 239-255 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-114824DOI: 10.1080/13504622.2014.940854OAI: oai:DiVA.org:liu-114824DiVA: diva2:792629
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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  • apa
  • harvard1
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  • vancouver
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More styles
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Output format
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  • asciidoc
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