Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
On the Inevitable Bounding of Pluralism in ESE: An Empirical Study of the Swedish Green Flag Initiative
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 7, article id 2026Article in journal (Refereed) Published
Abstract [en]

This paper explores potential tensions in transformative learning and environmental and sustainability education (ESE) between, on the one hand, pluralistic approaches, and, on the other hand, promotion of societal change to address urgent issues. We stipulate that design of ESE inevitably contributes to a bounding of the plurality of facts and values that are acknowledged in a given learning process. Based on a frame analysis of the Swedish Green Flag initiative, we argue that such bounding by design is a key aspect of how ESE practitioners handle tensions between pluralism and urgency, either consciously or unconsciously. Given its inevitability and importance, we assert that bounding by design is insufficiently theorized in ESE literature, which might partly explain that practitioners perceive pluralistic ideals as challenging. In the empirics, we discern three justifications for bounding by design: (i) certain facts or degree of scientific consensus; (ii) objectives decided by elected bodies; and (iii) decisions taken by student and teacher representatives. We point to the theory of libertarian paternalism and a typology of democratic legitimacy as conceptual tools that can guide further scrutiny of pluralistic ESE and support practitioners in undertaking conscious and transparent bounding by design. 

Place, publisher, year, edition, pages
2019. Vol. 11, no 7, article id 2026
Keywords [en]
environmental and sustainability education, transformative learning, education for sustainable development, environmental education, pluralism, libertarian paternalism, legitimacy
National Category
Environmental Sciences Didactics
Identifiers
URN: urn:nbn:se:uu:diva-382744DOI: 10.3390/su11072026ISI: 000466551600203OAI: oai:DiVA.org:uu-382744DiVA, id: diva2:1312970
Funder
International Social Science Council, TKN 150314115141Available from: 2019-05-01 Created: 2019-05-01 Last updated: 2019-06-18Bibliographically approved

Open Access in DiVA

fulltext(563 kB)71 downloads
File information
File name FULLTEXT01.pdfFile size 563 kBChecksum SHA-512
2cb4a74cce707d642a9c379eb940db47b66c5cb825f6e7f0c116b9918849a1c2a33bab4a119485c31a8ac4bb9d3d2433f9585c2ded492a4564a998d3fc2e66ce
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Hellquist, AlexanderWestin, Martin
By organisation
SWEDESD - The Swedish International Centre of Education for Sustainable Development
In the same journal
Sustainability
Environmental SciencesDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 71 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 109 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf