Students’ Qualification in Education for Sustainable Development: Epistemic gaps or composites of critical thinking?
2015 (English)Manuscript (preprint) (Other academic)
In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD). This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers' articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and critical thinking. The discourse of "qualification as critical thinking" is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between epistemological views in a pragmatic way to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability.
Place, publisher, year, edition, pages
Education for Sustainable Development; Environmental Education; Qualification; Epistemic gaps; Functions of education
IdentifiersURN: urn:nbn:se:liu:diva-114826OAI: oai:DiVA.org:liu-114826DiVA: diva2:792631