liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Students’ qualification in environmental and sustainability education: epistemic gaps or composites of critical thinking?
Lärande och samhälle, Malmö högskola, Malmö.
Stockholm University, Department of Mathematics and Science Education. Stockholm, Sweden.
School of Teacher Education. Halmstad University, Halmstad.
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, 259-275 p.Article in journal (Refereed) Published
Abstract [en]

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) and what function environmental and sustainability issues serve in science education. 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 to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern 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, which reformulates ‘matter of facts’ towards ‘matter of concerns’

Place, publisher, year, edition, pages
Routledge, 2016. Vol. 38, no 2, 259-275 p.
Keyword [en]
Education for sustainable development, socio-scientific issues, qualification
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-114826DOI: 10.1080/09500693.2016.1139756ISI: 000372095200005OAI: oai:DiVA.org:liu-114826DiVA: diva2:792631
Note

At the time for thesis presentation publication was in status: Manuscript

At the time for thesis presentation name of publication was: Students’ Qualification in Education for Sustainable Development: Epistemic gaps or composites of critical thinking?

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

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Hasslöf, Helen

Search in DiVA

By author/editor
Hasslöf, Helen
In the same journal
International Journal of Science Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 100 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf