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Crossing disciplinary borders: Perspectives on Learning about Sustainable Development
University of Borås, School of Education and Behavioural Science.
2012 (English)In: Journal of Teacher Education for Sustainability, ISSN 1691-4147, E-ISSN 1691-5534, Vol. 14, no 1, 5-19 p.Article in journal (Refereed)
Sustainable development
The content falls within the scope of Sustainable Development
Abstract [en]

With regard to education, traditional environmentally-related issues have been intertwined with courses in natural sciences, which could entail opportunities as well as difficulties. The study concerns two knowledge matters that are usually divided into two different subject traditions - water and justice. In this article, we focus on the way teachers consider instruction within the frameworks of these two discourses and how teaching is related to sustainable development. The findings suggest that water and justice are two examples that are suitable for the problematisation of sustainable development with respect to holistic education. Current educational policies in Sweden advocate a tendency towards a more closed and subject-centred discourse, which means that the ability to successfully teach about sustainable development is made even more problematic.

Place, publisher, year, edition, pages
Walter de Gruyter GmbH & Co. KG , 2012. Vol. 14, no 1, 5-19 p.
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-1303DOI: 10.2478/v10099-012-0001-0Local ID: 2320/11274OAI: oai:DiVA.org:hb-1303DiVA: diva2:869327
Available from: 2015-11-13 Created: 2015-11-13

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Dimenäs, Jörgen
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