Sustainable development is a multidimensional concept that has come to influence people’severyday lives and ways of thinking since it was introduced in 1987. Education is seen as aprerequisite for creating a sustainable world. The purpose of this essay is to investigate howSwedish teachers who teach in social studies and social sciences think about the concept ofsustainable development, what they define as education for sustainable development and howthey view the Swedish curriculum in relation to the concept. Through analysing interviewswith seven teachers, I conclude that teachers have an anthropocentric understanding of theconcept, at the same time as they primarily think about the concept as being aboutenvironmental issues. Additionally, I conclude that teaching about and for sustainabledevelopment is to be understood as a teaching that anchors democratic values, but which alsogives the student tools for self-realization and participation in society. The teachers perceivethe concept of sustainability as vaguely projected in the curriculum. I conclude that this is aprerequisite for teachers to be able to create meaningful teaching, while its goal orientatedgovernance makes creative and meaningful solutions more difficult because every subject inthe curriculum looks to its own fulfilment.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-97220 |
| Date | January 2022 |
| Creators | Höög, Robert |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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