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ESD and citizenship in the private and public sphere: Eco-School teachers' and instructors' views on actions as teaching content in ESD
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Hållbar utveckling & naturvetenskapens didaktik.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Hållbar utveckling & naturvetenskapens didaktik.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Hållbar utveckling & naturvetenskapens didaktik.ORCID-id: 0000-0003-0117-2974
2014 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

The Nordic countries, although different, have strong traditions of democratic education as collective solutions of the upbringing of individual citizens. ESD as a multinational response to problems of global concerns which aim at educating citizens capable of facing challenges of today and tomorrow, embody a tension between education as fostering into common values and education as liberation. The Action competence perspective manifest this tension in the division of different acting as behaviours or actions. With the premise that actions are an essential part of ESD aiming at developing students' action competence, this study seeks to explore actions as teaching content in ESD and examines Swedish Eco-School teachers' and instructors' views on the appropriateness of including different sustainability-promoting actions in their teaching practices. The position of teachers and instructors as potential obstacles for the inclusion of different action alternatives for sustainability in education, makes it relevant to ask questions about their views on including different actions in teaching practice.

Different views were explored in interviews with 24 Eco-school teachers and 9 instructors, in which they were asked to clarify their positions on the appropriateness of including different sustainability-promoting actions in their teaching practices. The reasoning were analysed qualitatively in a content analysis. Preliminary results show differences in teachers' and instructors' views. Where teachers tended to explain potentially controversial direct actions in the private sphere as inappropriate with references to the question of privacy of students and parents, instructors tended to view the same actions as starting-points for desired discussions in the educational situation. Also, instructors to a higher degree motivated the appropriateness by the different actions' importance for sustainability.

The discussion concerns teaching that addresses the individual's moral responsibility in the private sphere at the same time different action strategies for the democratic change of social structures tend to be excluded.

Ort, förlag, år, upplaga, sidor
2014.
Nyckelord [en]
ESD, action, teacher, Eco-school, citizenship
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:hj:diva-25603OAI: oai:DiVA.org:hj-25603DiVA, id: diva2:779664
Konferens
Paper presented at the NERA 42nd Congress, Education for Sustainable Development in Lillehammer, Norway, March 5-7, 2014.
Tillgänglig från: 2015-01-13 Skapad: 2015-01-13 Senast uppdaterad: 2017-02-13

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Stagell, UlricaAlmers, EllenAskerlund, Per

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