Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development

Ideland, Malin; Malmberg, Claes

doi:10.1080/13504622.2013.879696

Cited by 51 publications

(30 citation statements)

References 7 publications

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“…Knowledge is stressed as an essential attribute in sustainable development, whether it comes to transportation, clean water or tourism (Ideland & Malmberg, 2014). However, it is a certain kind of the so-called civilised, entrepreneurial and technical knowledge that is in focus.…”

Section: Helped/helpingmentioning

confidence: 99%

“…It is especially important to question ESD representations of different parts of the world and different people, since the ESD discourse emphasises the idea of the 'common world', and a globally inclusive project of goodness. We name the construct of the environment-friendly student 'the eco-certified child' (Hillbur, 2013;Ideland & Malmberg, 2014). It is important to keep in mind that the eco-certified child is neither a real subject nor a fiction; it is rather a discursive figure that works as a research object (how an environmental-friendly person is supposed to 'be') as well as an analytical tool (how this desirable person is 'made up').…”

Section: Introductionmentioning

confidence: 99%

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‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

Ideland

Malmberg

2014

Critical Studies in Education

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The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between 'Us' and 'Them'. The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how 'Us' and 'Them' are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz' notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/ order, ignorance/morality and helped/helping. We consider these dichotomies as cogwheels operating in an 'Otherness machinery'. Through this machinery, 'We' are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as 'uncivilised' or as a 'bad' Other in need of higher moral standards. With help from these two Others, 'Swedish exceptionalism' is formed. The ESD project could then be understood as a colonial and excluding project, and we ask how it is possible to avoid that 'our common world' only belong to 'Us'?

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Section: Helped/helpingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

Ideland

Malmberg

2014

Critical Studies in Education

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“…There is no conflict between ecology and economy in this single discourse; they support each otherís perspectives. The homogenization, harmonizing of conflicting understandings, is occasionally linked to neoliberalism as a globalizing force (Ideland & Malmberg, 2014;Jickling & Wals, 2008;÷hman & ÷hman, 2012).…”

Section: Overview Of the Researchmentioning

confidence: 99%

Education for Sustainable Development and Multidimensional Implementation. A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example

Svalfors

2017

Discourse and Communication for Sustainable Education

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This article discusses different interpretations of sustainable development in education and if different interpretations of the concept are implemented in Curriculum, with the Swedish Curriculum of Upper Secondary School as an example. According to Agenda 21 sustainable development should be implemented in a multidimensional way. In 2011, a new school reform of upper secondary school was implemented in Sweden which further strengthened the position of sustainable development in school by inserting the term into more syllabuses. However, the multiple instances of the concept do not necessarily mean that a multidimensional interpretation of the concept is implemented in accordance with the objectives of Agenda 21. By using Laclau and Mouffeís (2008) idea of discursive struggle as a theoretical framework it is possible to discern how descriptions of sustainable development essentially give rise to one discursive formation in the curriculum. The articulations of sustainable development in the curriculum rests on an idea of the ecosystem that seem to enforce the natural scientific rationality instead of letting different rationalities contribute to the meaning. The descriptions of sustainable development in the curriculum can be interpreted as a hegemonic expropriation of elements of other discourses, such as the social and economic, into the environmental (ecological) dimension. These results are consistent with other international studies, and emphasises the importance of taking a critical stance to the writings of Curriculum when putting them into practice.

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“…Evidently, this is a definition that is open to interpretation, depending on, for example, how the present and future are understood, as well as what one includes in the notion of generations and in the notion of needs. The problem of defining sustainable development in practice has been discussed both in critical environmental research in general (see e.g., Bradley 2009;Alaimo 2012;Henriksson 2014) and in critical educational research in particular (see e.g., Bonnett 2002;Ideland and Malmberg 2014;Ideland and Malmberg 2015;Hasslöf 2015). Evidently, educational practice, with its raison d'être and historical trajectories, accentuates certain things as important while leaving others behind (see e.g., Gyberg 2003, 17-18).…”

Section: Sustainability and Educationmentioning

confidence: 99%

“…Feminist researcher Emmy Dahl (2014) argues that responsibility for the environment becomes an individual moral obligation rather than a societal obligation. In the educational field, Malin Ideland and Claes Malmberg (2015) argue that education for sustainable development is well suited for the market economy's belief in the responsibilities and choices of the free subject. They write that "the political project of sustainable development becomes apolitical and impossible to resist" (Ideland and Malmberg 2015, 181).…”

Section: What Now? the Politics Of Imagining Environmental Change In mentioning

confidence: 99%

Sustainability for Whom? : The Politics of Imagining Environmental Change in Education

Sjögren

2016

Linköping Studies in Arts and Sciences

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Global initiatives regarding environmental change have increasingly become part of political agendas and of our collective imagination. In order to form sustainable societies, education is considered crucial by organizations such as the United Nations and the European Union. But how is the notion of sustainability imagined and formed in educational practices? What does sustainability make possible, and whom does it involve? These critical questions are not often asked in educational research on sustainability.This study suggests that the absence of critical questions in sustainability education is part of a contemporary post-political framing of environmental issues. In order to re-politicize sustainability in education, this study critically explores how education-as an institution and a practice that is supposed to foster humans-responds to environmental change. The aim is to explore how sustainability is formed in education, and to discuss how these formations relate to ideas of what education is, and whom it is for. This interdisciplinary study uses theories and concepts from cultural studies, feminist theory, political theory, and philosophy of education to study imaginaries of the unknown, nonhuman world in the context of education. The focus of the empirical investigation is on teacher education in Sweden, and more precisely on those responsible for teaching the future generations of teachers -the teacher instructors. With help from empirical findings from focus groups, the study asks questions about the ontological, political, and ethical potential and risk of bringing the unknown Other into education.

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Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development

Cited by 51 publications

References 7 publications

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

Education for Sustainable Development and Multidimensional Implementation. A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example

Sustainability for Whom? : The Politics of Imagining Environmental Change in Education

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