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The educational challenge in "education for sustainable development": Qualification, social change and the political
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences. Lärande och samhälle, Malmö högskola, Malmö.
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: urn:nbn:se:liu:diva-114828DOI: 10.3384/diss.diva-114828ISBN: 978-91-7104-627-7 (print)ISBN: 978-91-7104-628-4 (print)OAI: oai:DiVA.org:liu-114828DiVA: diva2:792643
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
List of papers
1. Discussing sustainable development among teachers :: an analysis from a conflict perspective
Open this publication in new window or tab >>Discussing sustainable development among teachers :: an analysis from a conflict perspective
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.

Keyword
Education for sustainable development, Environmental education, Agonistic pluralism, Dialogic function
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-114813 (URN)10.12973/ijese.2014.202a (DOI)
Available from: 2015-03-04 Created: 2015-03-04 Last updated: 2017-12-04Bibliographically approved
2. Critical thinking as room for subjectification in Education for Sustainable Development
Open this publication in new window or tab >>Critical thinking as room for subjectification in Education for Sustainable Development
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.

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-114824 (URN)10.1080/13504622.2014.940854 (DOI)
Available from: 2015-03-04 Created: 2015-03-04 Last updated: 2017-12-04Bibliographically approved
3. Students’ qualification in environmental and sustainability education: epistemic gaps or composites of critical thinking?
Open this publication in new window or tab >>Students’ qualification in environmental and sustainability education: epistemic gaps or composites of critical thinking?
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
Keyword
Education for sustainable development, socio-scientific issues, qualification
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-114826 (URN)10.1080/09500693.2016.1139756 (DOI)000372095200005 ()
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
4. Teachers as agents for social change?: Subject positions from a transformative perspective of sustainability
Open this publication in new window or tab >>Teachers as agents for social change?: Subject positions from a transformative perspective of sustainability
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.

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-114827 (URN)
Available from: 2015-03-04 Created: 2015-03-04 Last updated: 2015-03-04Bibliographically approved

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