It takes two to tango: studying how students constitute political subjects in discourses on sustainable development

Lundegård, Iann; Wickman, Per‐Olof

doi:10.1080/13504622.2011.590895

Cited by 47 publications

(42 citation statements)

References 9 publications

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“…Thus, in new situations that involve action both the subject/ individual and the object/world are transformed. When Bentley (1949/1991) delineates experience they employ the term transaction, in order to analytically focus the entire event or process (Lundegård and Wickman 2012). Several researchers have developed research methods based on this transactional approach (e.g., Ö hman and Ö hman 2013) as it makes it possible to avoid looking for already preconceived definitions, such as individuals with certain mental states, for example, as fixed imaginative properties interacting Bentley 1949/1991).…”

Section: Practical Epistemological Analysismentioning

confidence: 99%

Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

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This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish preschool, and the data was collected 'in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

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Section: Practical Epistemological Analysismentioning

confidence: 99%

Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

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“…Education is a diversity of encounters where identities and experiences are simultaneously used and converted [25]. Dewey [26] calls these encounters between people their environment transactions.…”

Section: We Do Not Know What the Future Holdsmentioning

confidence: 99%

“…According to many researchers and philosophers, educational research can only be conducted through an empirical method that is close to teaching practice and indicates what teachers, educators and learners are doing. The results can only be understood in terms of the consequences of the deliberate changes that are made according to the research findings and the purposes of the actual education [8,21,25,31].…”

Section: Research Must Not Be Normativementioning

confidence: 99%

Reclaim “Education” in Environmental and Sustainability Education Research

Sund

Lysgaard

2013

Sustainability

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Abstract:The nascent research area of Environmental and Sustainability Education (ESE) needs a firm grounding in educational philosophy in order to focus more on education. This conclusion is based on experiences at two recent conferences focusing on research in this field. Issues related to content, attitudes and long-term aims dominated at these conferences, while learning processes were often taken for granted.

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“…Of particular interest is if and how teachers discuss the way that education or learning situations could leave room for students to develop as political subjects. We use the term political in line with Mouffe's (2000) definition: 'the dimension of antagonism that is inherent in human relations' (Mouffe 2000, 15;Lundegård and Wickman 2012). According to Mouffe, there is no universal or rational best argument in political disputes, only different ethico-political interpretations.…”

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confidence: 99%

Critical thinking as room for subjectification in Education for Sustainable Development

Hasslöf

Malmberg

2014

Environmental Education Research

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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 (ESD). 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.Keywords: education for sustainable development, environmental education, critical thinking, subjectification, functions of education Introduction and backgroundQuestions of sustainability pose challenges to education. What does this perspective mean when considering the purpose of education? The relationship between knowledge, politics and ethics is complex and sensitive, and one might ask how education should deal with questions imbedded in political and ethical interpretations. Should ESD work as an integrated aim of education, and what happens when it does?These questions, which have been asked for several decades, have been recently accentuated through the UN Decade of ESD (Jickling 2003;Scott and Gough 2003;Stevenson 2007; Jickling and Walls 2008). These are important questions to consider, because when we ask why we educate and for what purpose we keep the democratic part of education alive (Biesta 2009a).Among educational content for sustainable development, we find issues surrounding climate change, the use of natural resources, justice, human rights and democracy. It allows for the students' competence to act in the future and the vision of action competence (i.e., the vision of developing reflecting individuals with an awareness of conflicting interests). A broad and interdisciplinary obligation, Scott and Gough (2003) frame sustainability and learning as an issue of complexity, uncertainty, risk and necessity.The initiative and mission of the United Nations Decade of Education for Sustainable Development (2004Development ( -2014 can be found on the website of UNESCO (UNESCO 2012, www.unesco.org):

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It takes two to tango: studying how students constitute political subjects in discourses on sustainable development

Cited by 47 publications

References 9 publications

Young children’s imagination in science education and education for sustainability

Young children’s imagination in science education and education for sustainability

Reclaim “Education” in Environmental and Sustainability Education Research

Critical thinking as room for subjectification in Education for Sustainable Development

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