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Please use this identifier to cite or link to this item: http://hdl.handle.net/2320/11274

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Title: Crossing disciplinary borders: Perspectives on Learning about Sustainable Development
Authors: Dimenäs, Jörgen
Alexandersson, Mikael
Department: University of Borås. School of Education and Behavioural Sciences
Other
Issue Date: 2012
Journal Title: Journal of Teacher Education for Sustainability
ISSN: 1691-4147
1691-5534
Volume: 14
Issue: 1
Pages: 5-19
Publisher: Walter de Gruyter GmbH & Co. KG
Media type: text
Publication type: article, peer reviewed scientific
Subject Category: Subject categories::Social Sciences::Social Sciences
Strategic Research Area: Teacher education and education work
Abstract: 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.
DOI: 10.2478/v10099-012-0001-0
URI/URL: http://versita.metapress.com/content/5454526712k16764/fulltext.pdf
URI: http://hdl.handle.net/2320/11274
Sustainable development: sustainable development
Appears in Collections:Artiklar och rapporter / Articles and reports (PED)

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