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Teachers as agents for social change?: Subject positions from a transformative perspective of sustainability
Lärande och samhälle, Malmö högskola, Malmö.
Stockholm University, Department of Mathematics and Science Education. Stockholm, Sweden.
School of Teacher Education. Halmstad University, Halmstad.
2015 (English)Manuscript (preprint) (Other academic)
Abstract [en]

In this study, we are interested in how the aims and purpose of education are formulated in relation to ‘social change’ towards sustainability. Many voices are being heard in the global agenda of sustainability. In November 2014, a new international policy declaration was formulated in Nagoya to pick up where the decade (2005-2014) of ESD (Unesco 2005) left off. The new agenda is set to intensify and strengthen the work on sustainability issues in education, based on the given experiences from the past decade. The following sentences open the first paragraph in the annex of the proposal for this Global Action Plan.

Place, publisher, year, edition, pages
2015.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-114827OAI: oai:DiVA.org:liu-114827DiVA: diva2:792632
Available from: 2015-03-04 Created: 2015-03-04 Last updated: 2015-03-04Bibliographically 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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Citation style
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  • modern-language-association-8th-edition
  • vancouver
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  • Other style
More styles
Language
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  • sv-SE
  • Other locale
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Output format
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