NationalGraduateSchoolin Education

TheSwedish
andSustainable
Development (GRESD)

Welcomesyou to

The GRESDlnternational
ESDResear.ch
Conference
17-19Vay,2011
BliLsenhus,
Uppsala
University,
Sweden

Dear Colleagues,

It hasbeentwo yearssincethe GRESDgraduateschoolstartedanda yearagosincewe held

the first international
GRESDconference. Today,the graduateschoolinvolves15gradu-
atestudentsandnow we takefurther stepsiowardsinternationalization by invitinga larger
international audienceto coooerationandcollaboration.

The mainouroosesofthe conference are;

- To offer GRESDgraduatestudentsandinvitedgraduatestudentsopportunitiesto pre-
sentresearchpapeas andstart networkingfor their futurecareersasresearchers.
- To offer international
key-notepresentationsto participatinggraduatestudentsandother
interestedpartiesnationally
andinternationally(openlectures).

Enioythe presentations, possibilities

socializing whenthe nationalgraduate
andinspiration
schoolis goinginternational
thanksto your importantcontributionsas ESDresearchersand
colleagues!

UppsalaMay17h,2011

ProfessorLeifOstman,UppsalaUniversity PerSund,UppsalaUniversity
Scientificleader Coordinatorandactingscientificleader

GRESDis a resultofthe collaboration in the research

betweeneightSwedishuniversities
areaof educationandsustainable
development.

GothenburgUniversity StockholmUniversity
University
J6nkoping UmeeUniversity
MalmdUniversity UppsalaUniversity
Melardalen
University Orebro University
 schedule
Conference
'luesdayt//J

08.30-15.00Parallelp.Per s€ssions 08.30-12.00Parallelpapersessions

08.30-10.15 08.30-10.15 08.30-10.15 08.30-lo.l5
SydreyAliutz l3;026 l2:Oo4 SdneyAl3:026 IZ.oo4
You"g people andthe
t MichaelH
2l K.istinaB 2) Presha
3) Ton Z) Heli Zl Nina
3J Enilja 3l Ulrica

10.15-r1.00Coffee/tea r0.15-r1.00Coffee/tea
]L00-12.30 r.00-12.30 tI.00-12.30 lt.o0 i2.30
SydneyAlrutz 13:026 r2:OO4 SydneyAl3:026 I2:OO4
Cultu..l/interculttrral
1) Hayley
2l Kirsti U Mari
3) KathrineD M 2) Mikael W 2) P€.nilla
Bill Scott 3l Kristin. A 3l Natalia
ShiGendong
DavidKronlid
12.30-13.30Ltrnch r 2.30-r3.30Lunch
16.00-19.00 13.30-15.30 13.30-15.30 13.30-17.00
Sydnel Alrutz 13:026 l2:004 EvaN€tzeliunsalen, i0:K102
Blasenhus,
l0:K102
Blesenhus,
rJ Kata.ina M D Bitsitta Shor relcome and someiflformstio!
Z) Cecilia 2) Heien
3l Mia 3l Ca.nilla
4JElsa 4J Insela 20-25mi. +discussiotr
K€y-notelectures

GRESD introduction Shi Geadons,CN

Idrstionlor Srsrinibl. Derelopn.nt
I 5.30-r6.30Coffec/hka Chiftse Roadn3p and Sclool
16.30-18.30
lva Netz€liussalen,Bltsenhls,l0,Kr02
Marcia McKe{zie, CA
Poliri.s,?oln),and Pocticesol ESD
20-25min + discus- CRESDS.ientiliccommilteesympostudl
r7.00 l5min inputson -What research tells us about
Alao Reld,UK
the limits that ed!.ation for sustainability sholld
D ireclio. s, .lallen ges and fullres ol
havein what itt trying to achieve envn nneni.l edl.dion rcs.xr.n

BadrakhMo Heila Lotz Sisitka,SA t5.15

E*niningESD3s rn evcni in tansforning cdlcation xnd
coffee/fika
lz30-18.00
Thesocielt rolcsoftSDres.rr.h3ndineeison hei{.en
exlensioi rndredu.!o. ot.onpleaity Paneldiscu$ion inchdins all keynotes
18.00-r8.30
Jutta Nikel, DE Edlction for Sd,itrsbility: thc interplay b4\{ecn the ra
lZ00CIosing

GoY€rn,n.e perspecrive Pon-notrrlEnvircnncntxlEdu.d,on iRNmrD - Doin3re_

End18.45 ser.! iD !mcs of .hf .se, tn.crtainly and..ntlcxilv

- Threc GRESDrespondents
19.45 - Comnentsfrom the ardien c

Crherins ls45 at dre entdnc. ot Blisenhus

 Contents
KEY-NOTES LECTURES
Tuesday17thMay
ESDin MongolianNomadicContext:Acodemicion Jodombao ........
B. .......................... .. . ......5
ResearchingESDwith an Educational Governance perspective:
JuttoNikel..............-........5
Wednesday 18!h May- GRESDScientificCommitteeSymPosium
Examining ESDasan'event'intransforming educationandsocialcontexts:
HeilaLotz-Sisitkd........ ..................................6
The societalrolesof ESDresearchandthe tensionbetweenextensionand
reductionof complexity:leppeLt,ssse . . ..... .. . ......5
.......................
Education the
for Sustainability: inter-play
between the academic and the citizenlyl

Environmental
Post-normal Education(Research)- Doingresearchin timesof
change,uncertaintyandcomplexity: . . ..... . . ............................
Arje, Wdls................. .....8

Thursday19th May
Education Development
for Sustainable - ChineseRoadmaP andSchoolAssessment
Indicator: Dr Shr'Gendong
................. ........ . ..........
...................... . . ..8
of ESD:lVorcioMaKenzie
Politics,PolicxandPractices . ........ ........8
Directions,challengesandfuturesof environmental educationresearch: Aion Reid.......... 9

ABSTRACTS
Theme:Democracy
Teach,learnandsufferpoliticalparticipationin educationalpractices:
Mi.hoelHdkansson . ......
.......................... . . .10
-
Differentfnterest A CommonGoal:Kristin o B'rcbiick ..........
.
.............................. .........
...10
-
Democraticeducationasan uncannyopportunity followingsomethoughtsof
.
Bhabha:TornStorfo/s
Theme:Youngpeopleandthe future
Students'understand,ng of sustainability- the ecological, economical andsocial
asoects of ESD:Anniko Monni....................... .......-.-.-.-.-............,,,,.12
Sharedvisionsof the future:HeliVillonen ........ . ...........
................ . . 12
Bushwalkingin Sydney - children'ssenseof Placein naturein an urbanmulticultural
context:Emiiid Fdgerstam ...........................,... 13
...............................

Theme:Bordercrossings
desiresof KoreanandDanishenvironmental
Educational NGOs - A comparative
studyofa globalissue:J0nosGreveLysgoqrd......,,.,,,........................................-
ResearchingESDlearningpathways:PreshoRomsurup ....................14
in education& sustainable
Mappingthe role of educationfor sustainability
development policyin Vietnam: Stefdn
Bengtsson ......... . . . ..... ..........15
.....................
......
Theme:Students viewsandknowledge
Students'understandinSs of pricinggpodsandservices with negativeenvironmental
effects:Cdfoiine
lgneli ....... ..........
........
.. .. .15
in sustainable
Students'discussions development within scienceeducation:
KatoinoOttondet .......,.............................,.....
Personaldevelopment in Education DeveloPmentUhicaStagell
for Sustainable .............16
Theme:Highereducation
of Education
An investigation for SustainableDeveloPment PolicyinterPretation and
implementation at teachertraininginstitutionsin SouthAfrica:HoyleyBenthom .........'17
The pathtowardsan ESDorientedteachereducationinstitution:KirstiMotieJegstad ,, ,'17
QualifyingESDin schools through collaborativeprocesses - A study of learning and
development communit;es aroundESDin Denmarkandlreland:
KotrineDahlMadsen . .................... . ....18
..........

Theme:Culturalexoeriences
Approaches from the CulturalSciences asimpulsefor an Education for Sustainable
Develooment - discursivereflections:Vereno HoE ..... . ............
18
Teachersexperience of transnationalschool exchange abou! sustainable
development: Mikoe/ Wingcrd............,.............., ......... . 19
.................
-
towardssuslainabililyl lnlerculturalencounters
Travelling in education:
Kristino ......
Andersson ..... . ........ .... . 20
........

Theme:A questionof agency

Youngpeopfe'slearningandagencyin environmental conflict',Nonno JordtJoryensen ......20
Cosmopolitanperspectiveson educationandsustainable development:
Louisesund .....21
,...,.....
ResponsivepostgraduatecurriculumdeveloPment in naturalresource governance
Ameyaw
for sustainabilityijoono .................... ......
. .................. ........21

Theme:Curriculumanddevelopment
ICT tools to facifitatecollaborationandpartnerships
for ESD:/Vori UglondAndresen ,,,,22
A business -
to changethe world? an analysis of normsin textbooks for
lnternationaleconomics: Andersson
Pe.nirlo ...-........ ..... . . . .........23
-
Art asa Sourcefor ESD The useof presentational knowing in expanding and
empfoying sustainabilitycompetence:NdtdliaEemstmon . ....... . .. . . . .....,...23
....................
Theme:Earlvchildhood
ForschungBeratung.Evaluation.Leuchtpol - A transdisciPlinary researchProiect
focus'ngon ESDin earlychildhoodeducation(on the exampleof energyand
environment): Kothorinoi4oths..................... ......................................U
-
to changeandexPerience an agencyProcessin Early
Youngchildren'spossibilities
ChifdhoodEducation for Sustainabilitv:Ceci,,'t .25
. . ................
Caimon..............'................
movesin naturemeetingsin preschoolandwhatthey meanfor
Epistemological
children'smeaningmakingandactioncompetence for sustainable develoPment:
MorioHedefalk .................. ..........25
. . . ..........
How doesparticipationin green g.oups in primary schools contribute to children's
devefopingactioncompetence? EiscLee .....................................26

Theme:Teacherstudies
Knowledge for sustainable
capabilities development in Slobalclassrooms - local
challenges:Eirgitto
Nordin,.,,,......................... , , ,,,.......27
................,,,,
Teachers'InterdisciplinaryMeaningMakingin Education for Sustainable
Development: HelenHoss1df.....,........................ ............
..............-. ....27
Action Competence -
for ESD what canbe taught,learntandevaluated?
CamillaJonsson .......... 28
. . . . .......................-...-.
Teachers'identityanddilemmas wheneducating for sustainable development:
lngeloBursjdd . ........
. . ..................
.........
.... 29
ESDResearch
The GRESDInternational May,20'l'l- ParticiPant
Conference, list ........ . . 30
ESDresearchconference!..............35
in the GRESDinternational
20 Countriesrepresented
 Key-notes lectures

ESDin Mongolian
NomadicContext
AcademicianI ad.ambaa
B.
In accordancewith the nature of the central theory of civilization that naturally is drawn to bs in-
terchanged,a nation which could attract and lead others within the certain time ftame dominantly
I trad der\opt*r.oma*it i!>ilizaiiD>ir'Ct:>t"l A$r11i$1XV ttf.{t't}'*hr*th,trth,asbtt*the
shift from Easternization to Westernization. Sincethat time 'westernized' civilization hasrapidly
developed,ignored its nature and cofltent that is nomadic civilization and popularized its form -
arga'.In 1960s,they recognizedthat they would destroy themselvesifthey kept goingon that way.
As the recognition deepene4 the United Nations convered in Stockholm, Swedenin 1972 and
summarized that they have not been living in a full harmony with natffe for the social and eco-
nomic advancementof their countries so they have createdthe harmful situation for themselves
and the unsustainable development. They agreedupon and proved'The Stockholm Declaration
on the Human Environment'in 1972.
With the acceptanceof inadequacyof Western philosophy for the one world developmengthe
UN Conferenceon the Preservationand Enhancemeotofthe Human Environment in 1992in Rio
de Janeiro, Brazil made the first attempt to determine the urgent problems of one wodd devel-
opment. The conferenceraisedthe question of'Sustainable Development' grounded on Oriental
Philosophy,more specifically, on the advancementof cultural heritage and traditions of nomadic
civilization
The United Nations havedoneso much to popularize their cultures basedon the lustainable de-
velopment' pattem with the starting question of educationfor sustainabledeveloprnent.Although
over 40 years have been passedto transform and re-orierrt education basedon the principles of
education for sustainabledevelopment and much attention and funds havebeen spent on this is-
sue,the researchershave not reachedto the possible outcomes.
In trhis paper, the author t es to clarify the main reasonof it while giving the answersto the
questions:(1] what do we understand about the above-mentionedhdvancementof cultural herit-
ageand traditions ofnomadic civilization ?;(2Jcould we conduct our ESD trainings and researches
aswell asthe transformative teaching activities basedon the Oriental philosophy and traditional
culture?; (3] do we still baseon the westernized civilization to promote ideasof sustainablede-
velopment and education for sustainable development?;and finally [4) how do we upg.ade our
activities otr ESD?

ESDwith an Educational
Researching perspective
Governance
Jutta Nikel
The presentation starts with some notes on recent developments in Germany ill the context of
Education for Sustainable Development [ESD). One of them being the recent announcement
of a call from the German Federal Ministry of Education and Research (BMBI) in which re-
searchproposalson ESD are invited alongfour lines:Competencymeasurementand diagnosis;
Teachers'competeocies;Stee{ing and Institutionalisation; Traosfer of ESD. Then I focus on the
theme "Steering [Govemance] and lnstitutionalisation' and make an attempt to explain how this
theme came on the agendaand why this is a relative novelty for German ESD research.
After this - going in more depth - I discussthe central concept "Educational Governance' (see
Altrichtet Briisemeister & Wissinger,200| Altrichter, 2010Jand explain how this concept with
its sociologicalassumptionsabout acto$, interdependence and coordination of interdependence
hasbeentakenupin the educationalresearchinGermanysincemid 2000.To describethis change
of understanding,I lay out three terms: Planning,Steering,Governance(seeSchimank,2007j
Berkemeyer,2009). This part is summed up by giving some examples of researchstudies using
this amlytical perspective and finally, hinting on a researchproject which hasbeen submitted to
the BMBF call in the context ofESD.
To openup discussionI givemyview on questionssuchaswhat methodologicalchallenges are
still to be dealt with and what empirical researchsti1l needsto be done in this areain the context
ofESD.

ExaminingESDasan'event'in education
transforming
andsocialcontexts
Heila Lotz-Sisitka
'event' in transforming education and social
In this paper I considerthe emergenceof ESD as an
contexts (asmodern, historical and emerging event]. I take the context of African universities as
casein point, and considerwhat researchinto ESD in African universitiesis'telling us' aboutthe
limits and possibilitiesofESD for transformationsin education,aswell associetyin this context
(l note here the dual possibilities for ESD researchtoo - that of telling us what and how and/or
lea&ng cultural and social innovations).
The studydrawson analyticallensesprovidedby Deleuzeand Guattari (1994]on the natureof
eventsand how tLey are actualised.They alsostatethat there is a needto assesstoncepts invented'
[such asESD / sustainability or sustainabledevelopment] not for their truth or falsity, but for the
'interesting,remarkableor important'
degreeto which they are
I considerthe extent to which ESD / sustainability / sustainabledevelopment,in its contempo-
rary form(s)is an'interesting,remarkableor important' conceptin and for universities[andtheir
societiesl in Africa. Through an analysisof how ESD is being articulated in Aftican universities,
and through examining a rangeof diverse actualisationsof ESD in these settings,I seekto under-
stand if sustainabledevelopment (and ESD] is the only speciflcation or solution to the problem
'event' of sustainabledevelopment is aiming at respondingto. The paper therefore seeks
that the
to probeboth the limits and possibilitiesof ESDfrom this perspective.

The societalrolesof ESDresearchandthe tensionbetween

extensionand reductionof complexity
IeppeLessoe
In this contributionI will applyan agentperspectiveonourselvesasESD researchers and discuss
the roles we play, and might p1a, in relation to other agentsin the freld of ESD. These roles have
implications for how we respond to the question on the limits of what an education for sustain-
abledevelopmentshouldachieve.First and foremostit seemsthat we asESD researchers prefer
to take, what De Vries hasdescribedas,the cultural role; that is to offer c tically and innovative
theoreticalrefectionson ESD.Here the conceptitsel{ aswel1asidealsandbasicprinciples,arein
foc1$.This is animportantrole,not leastat the earlystages ofthe developmentof ESD.However,it
is not unproblematic.ESDbecomesa hugeunlimited idealphantom,a mdicalandbasicreo enta-
tion of education and a challenging complication of practice becausesustainabledevelopment for
severalreasonshas ho right answers'.The risk is that we becometrappedin an idealisticposition,
immune for ciiticism and inspirations from other agentswho do not subscribeto our theoretical
reduction of the complexity of the concrete world. The cultural role is often combined f.ith the
traditional expert role, where we respondto the requestsfor concrete answe$ about how to teach
or facilitate learning on SD in different contexts. Here ESD become easily strongly reduced and
the communication with the other agentsbecomesoften almost one-sided.We cantry to 'walk on
two legs',take both these roles serious,but the problem is still the relation between them. A way
forward might be to question the tra&tional academicidentity and become more open and inter-
active in the way we participate ir! and contdbute tq the production of knowledge fcf Gibbons
and Nowotny and the new interactive version of action research).ln Denmark we have tried to
promote that by establishingRCE-Denmark, which is a governmert supported national network
on ESD aiming at qualifying ESD theory and pracdce by creating spacesfor dialoguesahd mutual
leaming Whether this will bridge the gap and changeour role as researcherstowards a mole in-
teractive one,where we becomeableto move between academicdetachment and practice related
involvement, is not possibleto sayyet. But our dogmasabout ESD are already challenged- and so
are there. In mv DresentationI will tell more about that.

Education
for Sustainability:
the inter-play
between
the academicand the citizenly
BiIl Scott
John Foster has made a telling cont bution to our understanding by arguing trhat sustainable
development is inherendy a learning processof making the emergent future ecologically sound
and humanly habitable, as it emerges. This neatly capturesthe idea of learning as a collaborative
and reflectrve process,the ioter-generational dimention, and the reality of environmental lim-
its. Effective learning not only hasuseful outcomesin telms of knowledgg understanding, skills,
social action, etc, it alsoreinforces motivation and capability for further learning - both individu-
ally and social1y,and a key outcome is the elrabling of successfultransitions to the next stageof
learning in formal settings,trainin& work, or just h 1ife. What is studied is obviousb crucial, atrd
at aIry stagethere are alwaysbalancesto be struck between a broad-based,wide-ranging education
and a more specialist one,between a focus on ideasthemselves,and on their application in a social
context, and betweei keeping ideassepamte,and integrating them.
What do such tensions mean for education for sustainability itr schools,collegesand universi-
ties? I sha11arguethat, up to age 16,there needsto be an emphasison getting acrossa generalun-
derstanding of, and senseof concern for, sustainability. Beyond this, asyoung people go collegg
university or the workplace,the need for greaterspecialisatioq and specific,job-related education
andtraining, becomesa more pressingneed. A thread that will runthrough my talk is that educa-
tion for sustainability can usefully be seenas the inter-play between academic and citizerly un-
derstanding, knowledge, values,and skills - as a responsivesocial learning processwhich is both
a part of, and a preparation for, informed, active, open-minded social en&$ment with the key
socio-political issuesofthe day whether expedence4 within education itself, in the famil, the
workplace, or in the community.
Post-normal Environmental
Education - Doing
(Research)
in timesof change,
research andcomplexity
uncertainty
Arjen Wals
Post-normalism (Funtowicz and Ravetz, 1993] refers to the emerging tentativenessof knowing
and fscientifrc] knowledge, the contested and value-ladennatsre of inquiry and its products, the
inevitable uncertainty, complexity an4 indeed cynicism and skepticism,surrounding governance,
'tustainability con-
decision-making,lifestyle choices.How for instancedo citizens needto handle
fusion'? Who is right or who is wrong? How bad or good aretrhings,really' What to do?What ndt
to do? How abost the idea that what might be right in one place or situation might be wrong in
another?C1ea.1y, living in times of uncertainty, complexit, contestation but alsoin times of ICT-
mediated hyper-connectivity and information overloa4 inevitably hasconsequencesfor learning
and,indee4 research.But what arethey?In this brieftalk I will sketchthe key characteristics of
post-normalismftom the vantagepoint of environmentaleducation(research].

Educationfor Sustainable
Develooment
- ChineseRoadmaoandSchoolAssessment
Indicator
Dr. Shi Gendong
Abstract: China adopted tLe notion of Education for SustainableDevelopment at late 20'h cen-
tury. For the past years,China has successfullydevelopedmultitier implementation strategy for
ESD at various levels.In summary Chinese ESD implementation strategy can be summadzed as
"Roadmap',namely 2-l-3 -3-2-3-4 for short. This article unfolds the ChineseESD Roadmapin cat-
egoriesof ESD objectives, core contents, curriculum development and ESD school building The
article also introduces Chinese expedence in ESD school assessmentin&cators with the aim of
ensu ng ESD quality from the perspective of cu icular and teaching, school managemen! topic
education, campus cultsre, students' quality etc to provide useful expedence for inte.national
community in further promoting ESD at the school level.

Policy,
Politics, andPractices
of ESD
Marcia McKeraie
The consequences of "commonsense"neoliberalismfor contemporarysocialand environmental
conditions surround us and implicate us: yet too often, remain unarticulated and uncritiqued.
Throughbetter understandingneoliberalism's history and ongoingrole in nationalsocialpolicies
and global institutional structures, its effects on loca1educational policies and practices become
more visible. This presentation examinesthe effects of neoliberalism asit influencesglobal and 1o-
cal educational policy, and in particular with respect to educationsustainability policy. It suggests
that a politics of scaleis necessaryto enablingforms of education policy-making and practice that
pdodtize inte$calerlocal"goodsense" overneoliberalglobal'tommon sense."
Directions,
challenges
andfuturesof environmental
educationresearch
Alan Reid
The presentation provides a summary and update of an early analysisand critique of the fieldt
decadeJongdevelopment as represented in the jo.urr'al,EnuironmentalEducation Reseatch.The
argument was theq and remaiqs, organisedaround six themes, asfollows:
l. Environmental education and ESD: terriorx ot tfansition?
2. Loc llngthe efluiotunental in environmental education research
3. Doiflg environmental education research
4. Environmental learnlngas processard outcome
5. Environmentaleduc tior' Jor...
6. D eteloping envi ort'lirentaleducation research.

Directions, challengesand futures of environmeotal education researchare deliberately framed

in the form of expressionsof need summarized againstthree headrtrgs.Key thematics reinforced
sincethen wil1be discussed; thus,in relationto:
1. Environmental education researchas connected acrossinterests, preferences,approaches,
time and distance,rtr dying ard. leamingJromresemchin wider education,lzarning and mutron-
mentcLlcontexts,
2. Environmental education researchfoci oeeding attention" stitmlaling mvtrcnnental education
researchinquines, theory-dtivenapplications&1d reflexioescholarshipon hey eilucational, erui-
ronmmtal anil socio-econonnc issues,and betweenresearcherc and othersin compbmentaryfields.
3. Sustainabledevelopment asinherently a leaming processthat needsresearchingby/with
those i[volved in the dynamics of such learning, achienng a deeperunderstandingol therela-
tionship betweenlearning, societyand sustainability.

The presentation will also considerhow in order for our understan&ng oflearning asprocessand
outcome to develop and deepeq we need to becomemore
. refexive about what we mean by learning, and wide-ranging in where, when and how we seek
to researchsuch learning;
. sophisticatedin our use oftheory flearning, social cultural environmental . . ) and existing
traditioual and non-tra&tional forms of knowledge;
. creative in how we seekto integrate knowledge generationwith knowledge transformation/
utilization.
 Abstracts
THEME:
DEMOCRACY

Teach,learnand sufferpoliticalparticipationin
practices
educational
MichaelHdkansson
ESD emphasises participationof the citizen in the democraticprocess.This article discusses po-
litical literacyin terms of political experiencesof political participationin Swedishpdmary up-
per secondaryschool.
The background/contextis a similar discussionin ESD and the field of educationand democ-
racy.The freldof ESD indicatethe needto educateyoungpeopleto developcritical pe.spectives
which help them to be able to make cdtical choicesand to participate cdtically in the activities
of a political community.Similarstandpointcanwe seein the field of educationand democracy,
but there is alsoa strongtendencyto seethe role of educationasthat ofthe preparationof young
peoplefor their future participationin democGticiife.
The question that is explored in this article is in what way students' expedencepolitical partici-
pation through different educational practices and the role of their earlier political experrencesrn
the meaningmakingprocessofpolitical participation.It is important to lift the discussionof the
students'politicalexperiences inthe educationalpractices,becauseit makesit possibleto seethe
political cortent in educatiotralpracticesin &fferent ways:for exampleto discussthe purposeof
educatingstudents'in political padicipation and the meaningfulness ofthe political contentfor
the students- real life here and now
Researchdesign:I work out theoretically how to explore different kinds of educational prac-
ticeswhen learningpoliticalparticipation.The article drawsupon the postmodernphilosophicai
discussion, preferentiallyGert Biesta,Carl-AndersS2ifstrdm and CarstenLjungSre&ofeducation
and socialisationand how educationcan contribute to develop democratic citizens. Biestasuggests
a shift from teaching al'olf democracyto learntrg t'rom or throughdemocracyand I discusswhat
differencesBiestassuggestion meansfor the possibilitiesfor students'to usetheir earlierpolitical
erperiencesand makingnew one's,
The main conclssion of the article is that different educational practices makes different pos-
sibiiitiesfor student-to expedencepolitical participationand I discussthese&fferencesin terms
of teaching,learningandsuffering

Differentlnterest- A CommonGoal
Kristina Bdrebcick
There is no bestway there are different waysto createarenasof communication.
Strategiesand the organizationala angementsat the communicationarenaswill renderaffect
in knowledge . reationprocesses.
Environmental communication does most often handle cotrfi.ts but in the Unesco Program
of Man and Biosphere,the communicationhandleopportsnitiesand new thinking due to sus-
tainabledevelopmentas an alternative.Man and Biosphere[MAB] reservesare geographically
demarcatedareas all overthe world wherepeopleco-operateandco-workin purposeto develop
model-area of sustainability. The actions that occur at different areal sites reflect the complex-

10
ity in ecological-economical-soci.1-culturalsystems.A so called biosphere reserve is developed
locally but recommended nationally by the government to the Unescocommittee of MAB. One
ofthe main points in the MAB program is to create new or better knowledge about how sustaitr-
ability can be maintained by collaboration and co-management.This article will put forward pos-
sibilities and limits in the knowledge creation processfiom a communication perspective based
on a process-odentedlongitudinal study with two case-areasin the Swedishcontext. Theories in
communication strategiesfrom both the ago[istic pluralistic aod the deliberative consensuspoint
ofview will be connected with knowledge creation theories from a managementperspective ofa
firm or an open community basedorganisationalstructure to render knowledgecreatioir processes
in the case-study.

Keywords: Agonism,consensus, pluralism, dtliberatioe,fi.rm-based,cotfliNltnity,Man a.nd

Biosphere,b.nowledge
creation,enrnronmentalcom,mtalicatiotx, sustaituahLity,socio'ecologica[

Democratic education
asan uncanny
opportunity
- followingsomethoughtsof Bhabha
TomStorfors
This paper explores somethoughts of educatioo as a spacefor creating democracy by illuminat-
ing it from a Post-colonialpelspective- As a point of departure, I will attend to an ongoingdiscus-
sion within education conceming possibilities and limitations of democratic educatioa. In order
to frame the discussion,aspectsof poliry documents in Educatiorl for SustainableDevelopment
and Education for A11will be included
From this point I tum to the philosophy of Homi K. Bhabha in order to understand the void
and ambivalenceofthis space.Bhabhahas developed a way ofthinking ofbotl culture and iden-
tity basedon the conceptsThird Spaceand Hybridity. By usiflg these conceptsin an educational
context I hope to work o11tnew ways of understanding the ambivalenceof democratic education.
My inquiry draws mainly on Bhahbas'view on hybddity. However, the concept ofhybridity has
becomea major influence in post-colonial thinkirg which meansthat hybri&ty will be thoroughly
scrutinized. By using Third Spaceaad hybri&ty the ambivalent spacefor democratic education
could be understood asalr uncanny opportuorry.
Through Bhabhas'work, I hope to offer a different perspective of understan&og this spacefor
democratic educationand to connect educationand post-colonial thinking. This presentation cofl-
tributes to the discussionof democratic education and to the discussionof cultural and subiect
identities within philosophy of education. I am aiming for Studiesin Philosophy and Education.

Studiesin Philosophy and Education

An International Jourual
Editor-in-Chief: Gert lJ. Biesta
ISSN:0039-3746Srint versionJ
ISSN:1573-191X(electronicversion]
Journalno. 11217
Springer Netherlands
Aims and Scope

Studiesin Philosophyand EducationIs an iniernational peer-revie\ .ed joumal that focuseson the
philosophical theoretical normative and conceptual problems and issuesin educational researc!
policy and practice. As s'uch,Studiesin Philosophyand Educatior is notthe expressionof any one
philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange
and collaboration among philosopherg philosophers of education, educational and social science

1'l
researchers,and educational policy makers throughout the world. Contributions that addressthis
wide audience,while clearly reflecting standardsof academic excellence,are encouraged.In this
regard,the journal alsowelcomescontributions of philosophical and theoretical interest from non-
philo.ophers in the educational andso(ial \ iencecommunity.
Topicsmay range widely from important methodologicalissuesin educationalresearchas
shapedby the philosophy of scienceto substantiveeducationalpolicy problems asshapedby moral
andsocialandpoliticalphilosophyand educationaltheory.In additioq singleissuesofthe joumal
are occasionallydevoted to the critical discussionof a specialtoplc of educational and philosophi-
cal importance. There is also a frequent Reuiewstmd Rejoinders'section,featuring book review
essayswith replies from the authors.

AND THEFUTURE
YOUNGPEOPLE
THEME:

understanding
Students' - the ecological,
of sustainability
economicalandsocialaspectsof ESD
AnnikaManni
How do youngstudents,agedl0 - 12,perceivethe aspectsof ESD and relationsbetweenthem?
In a study carried out to investigate students perspective on Education for sustainabledevelop-
ment (ESD]. 200 students in Swe&sh schoolsrespondedto a questionnaire, the majority of the
participating students came from schoolshaving a green profile or known to work with outdoor
education.Also students from schoolswithout such profiles participated. The study is basedon a
comprehensivequestionnaire with both open and closed questionsgathedngaswell quantitative
asmore qualitative information. The focus is on students' qnderstanding of and valuesrelated to
sustainabledevelopment (SDJ.Questions conceroing action competenceand issuesof the future,
alsoimportant within the discussionofESQarepart ofthe qsestionnaire.
The qualitative results basedon the students' own witten texts have been analyzedthrough
content analysisbasedon a phenomenographicapproach.Focus in the study is on students- un-
derstandings and valuingof the ecologicaleconomicaland socialaspectsof SQ and in particular
the relations betwee[ them. The preliminary results show that there are considerabledifferences
in understandingand valuingof SD.Concerningrelationshipsbetweenthe three aspects,the stu-
dents describesuch relations. The students havemost difficulties in explaining relations between
all three aspects,i.e. a holistic understanding.The infuence ofemotions and valuesare srgnificant
in the students' own writing. A majority ofthe students expressthat they can influence the world
and describeswhat they regard asknowledge valuablefor the future. The results will be discussed
in relation to national and international evaluations of teaching and learning ESQ as well asthe
meaningofethical reflectionsin learningprocesses.

compl ity
Keywords: undctstarditgs, ualues,SustainabledeueloPment,

Sharedvisionsof the future

Heli Villanen
In my p.esentation I will discussthe ways children sharetheir experiencesof the future. During
the year 2010 I conducted a pilot study among tl year old children. I askedthem to rnake draw-
ingsof how they seetheir future when they are grownups.A11together 26 student participated the
study during two lessons.This study showsthat students' visions for future vary accor&ng to their

't2
lived experiences.Pictures presentingtheir fsture hobbies,friends, family and housing seemedto
be very closeto their lived experiences- The importanceofthefu existingsocialrelations,ftiends
and family becamea starting point for their expectations ofthe future. Also the cultural ideasof
the economicalwelfare were presentedand individual careersplayeda crucial role in the drawings
Basedon the pilot study [2010JI will focusin this study on the schoolsituationswherechildren
sharevisions and make a.guments to gain a common understanding of the future. The overall aim
is to illuminate different time perspectivesthat are imbedded into the phenomenonof Education
for sustainabledevelopment IESDJ.
In the study I will present the shifting of perspectivesand sharing individual visions asa start-
ing point. In the pilot study the dialoguesbetween students become crucial for analyzingthe re-
sults. Studentsshared,for example, the life-expedences, anticipations for the future and environ-
mental knowledge. They mixed environmentai and economical argumentation" developedideas
together and set c.itical questionsto each other The empirical study that I will present consists
oftwo parts.The 6rst partfocuseson the individualvisionsof future, and,the secondpart on the
sharingthosevisions.I am interestedto illuminate in which wayschildren poseargumentsfor
their visions and shareindividual experiencesas well as anticipations for the fsture. Sustainable
developmentmisesan ethicalquestionofthe potentialrelationshipwith the cominggenerutions.
Furthermore,it is interestingtodiscussethicaldimensionsofsustainabledevelopmentin relation
to different time Derspectives.

- children!senseof placein nature

Bushwalkingin Sydney
in an urbanmulticulturalcontext
Emilia Ftigerstam
Environmental educationand outdoor educationaretwo related freldswhere authentic expedenc-
es of nature are regardedassignifrcantaspectsofthe learning experience.However, there is a lim-
ited focus on outdoor environmental educationin urban multicultural settings.This stldy stresses
the importance of authentic nature experiences in environmental education. Semi-structured
interyiews with thirteen environmental education centre officers and eight sciencehigh school
teachersin Sydneyrevealedthat urban multicultural children havelimited experiencesof nature
leadingto a compartmentalised unde$tandingof the naturalworld aroundthem. Childrenseem
not to learn from authentic experiencesin their own envitonment but from television and other
media. They develop a global, non contextualised knowledge of fora and fauna and are not aware
of signifrcant aspectsof Australian ecology,flora and fauna.
This study emphasisesthat outdoor education is a crucial aspectin environmental educationby
Sivingopportunitiesfor childrento developa senseof placeand in-depth understandingof their
naturalenvironment.This wasconsideredfundamentalfor environmentalconcernandresponsi_
bility. The inteNiewees found that although their students were interested and engagedoutdoors
many students were aftaid ofbeing out in the bush. Outdoor environmental education was con-
sidered particularly important for migrant children. They often had limited experiencesof other
placesthan where they lived and school played an important role in enhancing the opportunity
to encounter native natural environments. However, outdoor education was not common except
from visits to environmental education centres due to e.g.safety concern and rigorous curricula.
Authentic er<periencesin nature were supposedto give miSrant students' ecologicaland environ-
mental knowledge considered as a significant component for miSrant children's joumey towards
an Australian identity.

Keywotds: ou loor edtcaiion, enoironmentaletlucation,smseol plnce, muhicuhural, urban

't3
THEME:
BORDER
CROSSINGS

desiresof KoreanandDanishenvironmental
Educational
-
NGOs A comparative studyof a globalissue
Ionas GreueLysgaard
Why evenbother with educationofthe generalpublic outsidethe classroom? In fiost countries,ig
the faceof a often skeptical publig environmental NGO's of a great variety tdes to inform, educate
and provoke the public into more sustainablelifestyles, bst often with little success.This paper is
part of an effort to understand the NGO's work from a more international perspective and hope-
fully help infuse their practice with insights that are not bouod by a stdct domestic scope.The
paper will present the first tentative results, of the continued study of Danish and South Korean
environmental NGOs, and their non-formal educational approaches.Focusingon key personoel
from the Danish and South Korean NGO's and their understanding ofthe role aseducatorsof the
public, the study will also stressthe all important cultural ard historical contexts. The approach
is inspired by the Slovenianphilosopher and sociologist SlavojZiiek and will emphasizethe key
personneltr desiresin relation to communicating with the public and how they understandit asa
leamingentity.
NGOs in both countries are facing an uphill struggle when workint directly with the public.
In short the Danish NGO'S are stuck in a situation, where 30 yearsof environmental educational
work, hasnot leadto a low carbon footprint society.The South Korean NGOs, on the other hand,
are trying to deal with a society formed by a ruthless industrial developme[t, but are being meet
by an ever more engagedpublic. Studying the two courrtdesit becomesclear that intemational in-
pug renewed emphasison direct participatioq commercial partnerships and a greaterwillingness
to confront the often traumatic truth about environmental educatio& is of outmost importance
when developingfuture pedagogicals(ategies.

ESDlearning
Researching pathways
PreshaRamsurup
This paper reports on early researchdesigndecisionsfor a study that seeksto develop a research
methodology and researchtools to examine ESD learning pathways that articulate with andlor
crossdifferent types of borders constructed in aod through modern education and traininS sys-
tems: * borders that exist between different levels of learning * borders that exist between types
of qualif,cationsframeworks and learning systemstructures (vocational academicand workplace]
" borders trhat exist between opportunities to learn from theory and practice and from differ-
ent disciplines. The interest ofthe study is to examine how professionalsin key environmental /
sustainabledevelopmeft occupations gain accessto and make use of learning oppotunities in a
complex and emerging national education, training and skills development system. It also seeks
to identfy the issuesthat constain accessto learning opportunities and learning pathways. The
study draws on systemstheory to exami[e complex systemsof provisioning and complex systems
of demandfor ESD.

14
 l-
Mappingthe role of education
for sustainability
in education
& sustainable
development policyin Vietnam
StefanBengtsson
EnvironmentalEducation {EE],Educationfor SustainableDevelopment (ESD],and Climate
ChangeEducation (CCE] are currently key conceptsin Metnamese policy that try to addressso-
cial, environmental and economic sustainability through education. While these policy concepts
sharesimilaritiesandconnectionsin the broaderpolicy debate,they attain asa resultof their par-
ticular associationwith particular t.aditions in policy-making in the Vietnamese policy context
different andin somecasesconflictingmeanings.
The papertries to map the role of thesetraditionsin currentpolicymakingthat is dealinSwith
EE and ESD and tries to adumbrate how the meaning and possibletransfer processfrom policy to
implementation is inevitably shapedby these traditions and conflicts amongthem. The purpose
ofthis mappingisto providepolicy makers,researchers andstakeholders with concreteexamples
that illuminate how inconsistenciesand conficts in the policy formulation and implementation
processcanbe seento be a result ofa incompatibilityof perspectives on education,environment
and development in the charted traditions.
While the paper dealswith the context of Vietnam, it envisionsto provide altemative perspec-
tives on the formation processof policy dealing with education for sustainability, in particular
highiighting the role of empty signifiers and globalisation in this process.The papers approach
towards depicting the movement of intemational policy concepts deviates thereby from other
common approachesin Environmental Education research,which havein many depicted ESD asa
uniform ideology that is circulated aspart of neo-liberal globalisation.The theoretical perspective
to be presentedvades,since it at a theoretical level highlights the needto focus on context in the
meaning-making processthat policy making represents,by showing how varying and contesting
traditions in national policy-making provide the formative background against which emerging
policy conceptsarepositioned.

THEME:
STUDENTS
VIEWS
AND KNOWLEDGE

understandings
Students' of pricinggoodsandservices
with negative
environmental
effects
Carolinelgnell
Historicall, conceptions within sciencehas been the dominant interest for the researchfreld of
conceptual development and a small part concern co[cepts of socialscience.Today,modern times
demand that students not only develop scientific understanding of environmental problems, but
alsoa societaland economicalunderstanding This paperwill presentfindings from an initial phase
of a longitudinal qualitative casestudy that examines upper secondaryschool students' concep-
tions ofpricing variousgoodsand services,causingenvironmentalimpactswhen beingproduced
or consumed.In economicsthis phenomenonis known asnegativeexternalities and they are often
not priced to the extent they causeenvironmental problems. The study focus on changesrn prrce,
in everydaygoodslike hamburgers,bottled water, compute$, clothes and travel tickets. The re-
sults are of signiflcancefor educational practice asthey contribute to the sparselyevidencebaseof
upper secondarystudents- ecooomical understandingsrelated to environmental issues.

Ke].words: social sciance,untlerstantiing erwironmetutaland economicalteaming

15
Students'discussions
in sustainable
development
within scienceeducation
Katarina Ottander
There are severalreasonswhy students sha1lstudy science;in this paper we focus the democratic
aspectofscienceeducation.Studentsshalldevelopscientificknowledgeso they canunderstand,
take pa.t in discussions and take a standin socio-scientifrc issueslike sustainabledevelopment.
The aim of this study is to leam about which topics students discussand if they identifu conflict
of interests and think critically when discussingsustainability issues.
Groups of students were observedwhen they worked with a task about ecologicalfootprints,
within a generalscience coursein uppersecondaryschool.Group discussions wereaudiorecorded
and transcribed. A content analysiswas performed and thereafter a specifrcsearchfor stterances
which could be interpreted ascritical thinking and conflicts o{ interests.
Resultsshow that the students have knowledge about environmentally friendly actions.There
was some sciencein the discussions,for example food-chains and population gtowth. The most
common conflicts of interests were on a personal level and between their lifestyle and environ-
mental impact. Critical thinking was seldom used. When the students worked with ecological
footprints they integrated the social ecological and economical dimension in education for sus-
tainable development.

Personaldevelopmentin Educationfor Sustainable

Development
IJIrica Stagell
Dealing with questionsof sustainability involves dealing with complexity. The different starting-
points in this complexity aswell asthe different capacitiesin how much complexity you compre-
hend, both affect the way you look at the world and which actions you take.
An aim in ESD fBducation for SustainableDevelopment] is not just that you know how to do
things right, but to have the capability to thinl reflecg over the optimal solutions, the optimal
acts. This is a cognitive competencethat you may learn in school or develop in other situations,
but how would the different stepslook likeT How do different 1evelsofcomplexity that are com-
prehended relate to different ways of understanding sustainability?
This study aims to describe levels of complexity that pupils erpress in qsestions of sustain-
ability. Data collected were examination reports from pupils (age16years)that for one term had
beentaken part in'The Mission - a teachingtooldevelopedby W. Brunnerand usedin Sweden
and other countriesfor more than 25 yearsasa way of putting ESDinto practice.
The Model of Hierarchical Complexity {MHCJ were usedin analyzingthe reports for different
levels of complexity in pupils understanding with respect to different aspectsof sustainability
The resultsarediscussedina developmentalperspective.

16
 THEME:
HIGHER
EDUCATION

An investigation
of Education
for Sustainable
Development
policyinterpretation
andimplementationat teachertraining
institutions
in SouthAfrica
Hayley Bentham
It hasbeen noted that any hope for transformatiol in educationlies in the han& ofthe teacherand/
or teacher educator who inevitably must take on the role asimplementer of policy innovation. It is
thus not only an issr.reof whether or not institutional policy hasbeen interpreted and implemented
appropriately within teacher education institutions lowever it is also a question of low institu-
tional policy encompassesglobal and national initiatives. This study focuseson the Education for
SustainableDevelopment initiative that hasbeen formally adopted at a national and global level.
It is thus appropriate that policy guiding teacher education institutions refect this giobal and na-
tional responsibility.
This researchis four fold. Firstly this researchaims to identify in what way(s] national educa-
tion policy is alignedto the goalsofthe ESD initiative. Secondlyto identify in what way(s]teacher
education institutions have interpreted and addressednational education policy's commitment
to ESD goals., Thirdly to determine to what degreekey policy implementers (teachereducators,
Headsof Department,Headsof Schools,Deanof Researchetc) at teachereducationinstitutions
recogniseand addressthese ESD goalswithin the acted curriculum. Finally this researchaims to
analysethe existing activity systemswithin institutions to enableatr informed suggestionasto an
effective ESD framework for teacher education institutions. Data collection will initially involve
a wide scale survey of teacher education institutions in South Africa, from which two institu-
tions will be selectedand engagedin a more in depth analysis.This in depth analysiswill involve
inteNiews with and observationsof various key policy implementers within the institutions. It is
aspired that the fin&ngs of such researchwould also enlighten ESD activists and policy makers irr
generalasto the institutional processingand destiniesof policies for education.

The pathtowardsan ESDorientedteachereducation

institution
Kirsti Marie Jegstad
In the Bonn declaration, it is stated that all countries must take significant steps in reorienting
pre-serviceand in-serviceteachereducationprogramstowards an integrationof Educationfor
SustainableDevelopment (ESD].There are great disparities asto whether or not this is being done.
In Norway, one particular teacher training institution has set a major goal to educateteachersin
a way that will equip them with the ski1lsto addresssustainable development in practice. This
teacher education institution offers a one-yearundergraduateteachertraining program for candi-
dateswith avocationaloracademiceducationalbackgroundwithin the 6e1dsofscienceandagri-
culture. This article explores frrst1yhow the teacher educatorsat this particular institution came
to decide upon the adoption ofthe overall ESD oriented goaland secondlywhat path our teacher
educatorscurrently travelling in the attenipt to achievethis overall goal. Empirical material was
collected through individual semi-structured interviews, focus group interviews and records and
notesfrom meetings.The fndings were analyzedfrom a cultural historical activity theory ICHAI]
perspective.The data analysisfocuseson the cultural historical aspectswithin the particular ac-
tivity system.The article providesa discussionof what other teachereducationinstitutionscan
learnfrom this process.

't7
 processes
ESDin schoolsthroughcollaborative
Qualifying
- A studyof learning
anddevelopmentcommunitiesaround
ESDin Denmarkandlreland
Katrine DahI Madsen
This paper will presentthe preliminary ana\tical ideasof a Ph.D.project running from April 2009
to Apri12012.The projectis formedaroundthe researchquestion;how is ESDformedasdidacti-
cal practice in collaborative processesamongteachersand researchers?
The project is basedon inteNiews with teachersand researcherswho havecollaboratedon ESD
developmentprojectsin primary and secondaryschoolsin Ireland and Denmark.In the caseof
Ireland, the development project formed part ofthe UN RegionalCenter of Expertise in Ireland.
The analytical framework is inspired by theories of practice (Gherardi 2009, Schiin 1983J,in-
teractive research (Lessoe & BaungaardRasmussen,1989] and further theodes which highlight
particularchallenges of ESD asdidacticalpractice(Wals2002 Schnack2004,Vare& Scott 2002
Payne2005]. While teachers and researchersform part of different ptactices and are navigating
within different contexts, new communities are establishedasteachersand researchersstruggle
togetherwithESD asdidacticalpractice.
Crscial questionsin this regardare how teachersand researchers understandthemselvesaod
'the other' in these collaborative processes,how ESD is framed and named, and how knowledge
withitr ESD is produced and activated in the projects. These questionsconcern not only planned
didactical processes,but also issuesofspacg emotions,atmosphere,respect/challengeand differ-
ence/cohesion.
A pdmary objective of the analysisis the identifrcation of ruptures and challenges,in order to
point to perspectivesfor social learning in relation to ESD.What are the strengths and openings
'do' in
of the collaboration in this regard - what do these collaborative practices centered on ESD
society,in the senseof perspectivesfor change?

THEME: EXPERIENCES
CULTURAL

as impulsefor
Approachesfrom the CulturalSciences
Development- discursive
an Educationfor Sustainable
reflections
Verena Holz
My dissertation project will examine to what extend cultunl scientific theories, debates and
methods can affect the advancernent of ESD concepts. Therewith my work connects to cur-
rent ESD debates and projects that reflect the inclusion of csltural issues in the concept of
SustainableDevelopmentand ESD (cf. Packal6n2010,Stibbe 2009, IRIS researchproject -
http://www.g1os.ac.uk/research/iris/strands/indicators/Pages/projects.aspxl

TLe PhD aimsto point out analogies and interferences betweenbasicconceptsin the theoretical
approachesof Cultural Studies and the holistic idea of Bildung that comprisesmore than com-
petencies, knowledge application, etc. How can these ifltersections be interpreted against the
background of SustainableDevelopment? Basedon this preliminary work, basic principles and
didacticsofESq which still indicate- from a cultural scienceperspective- blank spaces, will be
analyzedwith approaches (cf
of Cultural Studies Willis 2000, Ha1l 1976J.
In that manner open
spheresof action could be the application of key principles of SustainableDevelopment in daily

18
 I
life/lifestyles (cf Umweltbundesamt 2010], questions of cultural diversity or creative forms of
participation and envisioning. A particular focus will thereby 1ieon aspectsof agency/participa-
tion and meaning and their interaction. This interest is built on the hypothesis that the reflection
and reinterpietation of syrnbols,practices and meaning in daily life has a high potential for learn-
ing and application processes(cf. Fiske 2002] againstthe backdrop ofthe transformative idea of
Sustainable Development.
The PhD project intends to contribute to the conceptual reflection (cf Jickling 1992], and
embodiment of ESD in order to contrast 1de concept from technocratic interpretatiom (cf Orr
2002). The researchwill also delineate how this conceptual reflection and advancementcan be
transfered into &dactical contexts and methods. By this meansindividual and societal le'arning
processesshould be enhancedand put into motivating, meaningful contexts. New pathwaysand
learning occasionsfor ESD will be shown up in this work.
In a presentation I would like to briefly outline the idea ofmy researchand discussthe inter-
section and interaction of approachesof Bildung and Cultural Studies within the framework of
SustainableDevelopmen! ensuedby a refection of cultural diversity in ESD contexts.

schoolexchange
Teachersexperienceof transnational
develooment
aboutsustainable
Mihael Wingird
This researchstudy, carried out in 2010,focus on teachert experiencesabout transnational school
cooperationtaking placebetween Swe&shschoolsand schoolsin different placesin the world. The
aim ofthe stldy is to investigatewhy teachersmake a choice to use international school twinning
as a part of their teaching in environmental educatioq and find important crucial factors which
influence the ostcome of such projects.
The study is concentratingon teacher'smotive force for involving thefu students in tansnatlonal
school exchangeabout environmental issues.A part of the investigation is also to elucidate how
teachersconceivecultural meeting and cooperation that take place when participating in trans-
national school exchangep.ojects. The conditions for carrying on projects are also investigated.
The study was performed as an investigation using semi-structured interviews with Swedish
upper secondaryschoolteachers.All intervievvswere performedon respectiveteachelsschool.
The analysisofthe interviews consistsofcoding followed by a narrative report and analysis.
Theories that are applied are about learning, geography,educationfor sustainabledevelopment,
philosophy for education and environmental discourse.The investigation show that transnational
schoolcooperationsoften are initiated by the teachersthemselvesbut alsoby school principals and
organizationsoutside school.The study alsoshowsthat the maintenanceofthe school cooperation
is dependingon efforts from the involved teachers.The teachersinvolved in such projects consider
themselvesasimportant actors for the realization of the project. The main motive force given by
teachersin the investigation is that they experience that their student's pe$onal development is
highly improved by intemational school exchangeboth through meeting a different culture and
having cooperation with young people from another country. The involved teachersalso give the
opinion that their student's environmental awarenessis improved by experiencing investigations
and cooperation in another part ofthe world. The positive effects from the exchangeprojects are
alsoconsideredas mutual for the studentsinbothofthe cooperatingcountries.

19
 towardssustain ty - lnterculturalencounters
Travelling
education
Kistina Andersson
In Swedenschoolsare strongly encouragedto increasethe intemationalization ofthek education'
The air:r o{
This haslead to scLool" .L"""iog to t',".1 *ith their students to developingcountnes.
the paper is to discussand problematise the result from the freldwork ofmy PhD study The study
focusesthe intercultural encountersand students' view on their role in a world where people live '
under different economic,ecologic,social and cultural circumstances.The results will be related
to different conceptssuch assolidarity, democract identification The study takespart in anupper
seconaaryscnodi wfn aio.rnlercnce protsrammc wrln arirrrrsrtiaufipn$!e,-$.ln*';t*ro,
deepeothe students'ftnowledgein global issues.The empirical material is collected during a period
of about six months, starting a couple of months before the journey. I havefollowed the students
during the journey abroad,and also in school after the journey. Different methods for collecting
the empirical matedal are use4 e.g.participant observatio4 focus group interviews with students
and teachers,individual interuiews with students and teachers.I &d alsotake part of the students'
assignments.The study takes pa1t in the research6eld of Education and SustainableDevelopment
(ESD],and specifically focusesthe social and cultural dimension of ESD.A central pivot in ESD
is to develop solidarity and responsibility betwee{ people, within and between cultures, and an
understanding ofthe different living conditions of people throughout the world. How is this done,
or is this done in the kind of education in focus ofthis study?

OF AGENCY
THEME:A QUESTION

Youngpeople's
learning conflict
andagencyin environmental
Nanna Jordtlorgensen
While coaflicts of interest are ofkey concernto current ESD researcb,ESD researchershaveonly
to a limited degreeaddressedsituations where learnersare directly affected by or participating in
violent conflicts related to environment and natural resources.The question of violent conflict is
in particular relevant for ESD researchin Africa, where environmental degradation and climate
changeintermingle with loca1historical conflict patterns in situations which influence directly
and immediately on the livelihoods and survival oflocal populations.
This paper proposesan analytical framework for exploring the links betweeo environmental
learning and agencyin conflict amongyouth in Northern Kenya,theoretically inspired by anthro-
pological phenomenology and situated learning theory By drawing on a theoretical perspective
which addresseslearning and action asembedded and situated in practical and social activities, I
intetrd to highlight that agencyin conflict situations seldomis basedsolelyon rational calculations,
intellectual considerationsor translations of knowledge into practice. In order to understand the
ways in which leaming and action are ioteractirtg, it is necessaryto understand what is at stake in
the practices and experiencesof individuals and groups in specific leaming contexts and conflict
situations,
The suggestedana\tical framework focuseson young people'snavigationsbetween overlap_
ping communities of practice and morality. Theie two analytical conceptsrefer to sets of social
relations betweens personswhich centre on either certaio learning practicesor on specific norms
and values.While the concept of communities of practice fl-ave & Wenger 199]] brings attention
to the ways in which environmental learning is embedded in social structures and situations, the
concept of communities of morality highlights how practices and relations are classifiedin terms

20
of what is consideredright and wrong \^rith referenceto belonging to specific socialgroups,e.g.ua-
tional, ethnic, gender,age,or educationbased (cf. e.t. Malkii 1995).By focusing onyoung people's
navigations,or how they exercisetheir agencyin unstable social tenains (cf. Mgh 2006), I seekto
explore the ways in which environmental leaming and agencyis developing irl nonlinear and situ-
ational processeswhich &aw upon various commsnities of practice and morality.

Lavg Jean& Wenger,Etienne 799'I SituatedLearning Legltinate PerxpheraLParticipation.

Cambridge University Press.
Malkii Liisa 1995Prrity andErile. Violence,Memory, and.N&tionalCosmo@y amongHutu
Refugeesin Tanzania.\Jniversity of Chicago Press.
Mgh, Henrik 2006 Social Death and Molent Lile Chrrnges.I:NauigatingYouth, CenerdtitLg
Aduhhood. SocialBecomingin an AJrican Contef, Christiansen et a1.(redJ. Nordiska
Afrikainstitutet, Uppsala.

Cosmopolitanperspectives and
on education
develooment
sustainable
LouiseSund
In this paper we draw attention to the possibilities ofthe philosophical perspectivesof cosmopoli
tanism in the developmentof ESD-We arguethat one challengefacingthe developmentand imple-
mentation of ESD is the finding ofbalanced ways to deal with the normativity dilemma that take
both the searchfor consensusand universal claims and particular contexts and dissensionseriously.
The paper begins with a brief sketch of environmental and sustainability education io transi-
tion and a problematisation ofthe universal characteristics ofESD. Drawing on the tecent works
of Martha C. Nussbaum,PeterKemp, Kwame Anthony Appiah and SharonTodd we then explore
how scholarswith different cosmopolitanism approachesbalancebetween the cultivation ofuni-
versal valuesand individuals' autonomousthinking and relate these approachesto ESD.
Our overallclaim is that ESD is in needof a critical discussionand explorationof ESD asa po-
litical project with dissonantvoicesthat takes the parlicular human encounter into

Responsivepostgraduate
curriculumdevelopment in
naturalresourcegovernance
for sustainability
Joana Ameyaw
Governance of natural resourcesthe world over is highly complex and dynamic. There are dif-
ferent schoolsof thoughts about both who to involve in natural resourcesgovernanceto achieve
sustainability and how to involve them. Beforethe 1980s,govemancebasicallyreferred to govern-
ments and what governmentsdo and natural resourcegovernancelvasthe domain of professionals
employed mainly by government as'expert bureaucrats'with a high level of technical knowledge.
The professionalstook major decisionson behalf of governmeng without much input from peo-
p1econsideredasnon-professionals.University education for such professionalstherefore mainly
focused on rnanagingthe natural resources.Curentl, it has been argued that there is a whole
range of stakeholderswho need to be actively involved in naturai resource governanceif it is to
lead to a more sustainablesystem. This way of thioking has completely changedthe perspective
of natural resourcegovernance.Natural resource governanceis no longer the sole domain of gov-
ernment professionalsbut also of civil society and private ortanisations. Subsequently,knowledge
and capability needsofnatural resourceprofessionalsare changing.Knowledge required is multi-
disciplinary and capability needsinclude critical thinking, responsiveness,forward thinking, re-

21
fexivity aswell asthe ability to facilitate multi-stakeholder processes.These are presently not an
integral part of the university curdculum, and teaching and learning approachesfor sustainable
natural resourcemanagement,especiallyin Africa. A holistic researchapproachis suggested to
study what needsto changein university curriculum development and implementation to reod-
ent it towards multidisciplinadtt dynamism and cdtical thinking required in sustainablenatural
resource governance,Objectives of this researchare to determine what constitutes a responsive
postgraduatecufficulum in natural resourcegovernancefor ssstainability and what teaching and
learning strategiesare required in its implementation. A Participatory Action Researchdesign
with insiderin collaborationwith outsiderapproachwi11beused.The CollegeofAgriculture and
Natural Resources,Kwame Nkrumah University of Scienceand Technology,Ghanahasidentified
capability gapsin natural resourcegovernancefor sustainability and hasinitiated a curriculum de-
velopmentprocessto addressthis.Theircurricuium developmentprocesswillbethe study case.
A participatory team will include university lectsre$ from different disciplines,experts in natural
resourcegovernance, employersand prospectivestudents.Data will be generatedthrough focus
group discussions,semi-structured inteNiews and participant observations.

THEME:CURRICULUM
AND DEVELOPMENT

ICT toolsto facilitatecollaboration

andpartnerships
for ESD
Mari UghtndAndresen
The concept of sustainable development is multifaceted and ESD is challenging. ESD requires
knowledge and insight into severaldisciplines together with vadous types of skills and not least
attitudes of solidadty with all people living today and in the future.
Mainstreaming ESD is demanding for the different layers of the educatronalsector; at the in-
ternational policy level, the national policy level, the teachertraining level the level of headmas-
ter of schoolsas well as at the teacher and student level. Although a lot of work hasbeen done at
the policy levei, there is a gap between policy and practice. Although there are good examples
of schoolsand teachersthat havesuccessfullyimplemented ESD,there are great diffcuhies with
mainstreaming ESD into the majodty of schools.To meet trhis challenge,the Comenius project
"Partnership and Participation for a Sustainable Tomorrow" (SUPPORT),explored the use of
ICT to support schoolsand teachersin their work with ESD.The SUPPORTapproachto ESD
revolves around the ideas of partnership and participation. To support schoolsin implementing
ESQ SUPPORTdevelopedatool where schoolsare encouragedto collaborateand createpartner-
ship through a web basednetwork.A campaigncalled"CO2nnect- CO2 on the way to school"
wasdevelopedon the topic of sustainabietransport.In this activit, ICT is usedto reachschools
globally.Over 30 000 pupils haveuploadeddataon the CO2nnectwebsitesinceit waslaunched
in March 2009.
The presentationwill discusshow we canuseICT asatool in ESD.Both opportunitiesandlimi-
tationsofthe useoflCT inESD will be discussed. Examplesandexperiences from the SUPPORT
project including CO2nnect- CO2 on the way ro schoolwill be reflected upon. Information about
CO2nnect and SUPPORTcan be found on the project website:support-edu.org, and on www.
co2nnect,ors.

22
A businessto change the world?- an analysis
of norms
in textbooksfor International
economics
Pemilla Andersson
Sincethe World Summit in Johannesburg2002 it has been common to refer to three different
dimensionsof sustainabledevelopment,an economic,a socialand an environmentaldimension.
Researchineducationalsciencethat focuson the relationshipbetweenthesedimensionsis rare.
The title of the paper refers to different possiblemeaningsof the concept "business'lThe
'a
Swedishtranslation of business(fiiretagJ can mean big task', like educating for sustainablede-
velopmentfor example.InEnglish,businesscanbe usedasin "whokbusiness" which is relatedto
someonebeingresponsiblefor somethingand it can alsobe usedasin "making business" which is
relatedto makinga pro6t out of something.The intentionof playingwith the meaningof the con-
cept "bssiness"is to addressattention to the possibility of different meaningsand the rnaking of
meaningsor norms.Possiblemeaningsof making businessin relationto taking responsibilityfor
societyand envi.onmentarethereforeinvestigatedin this paper.The main purposeof the paper
is to illustratehow a method ofanalysingnorms,previouslyillustratedby Ostman (2008],canbe
usedto deconstructnormsregardingmakingbusinessand taking responsibilityfor environment
and society.The illustratedmethod can alsobe usedby educatorsin order to make c tical and
deliberate choicesof educational content.
Textbooksfor Internationaleconomicsfor Upper SecondarySchoolsin Swedenis usedasem-
pidcal matedal asthe selection givesopportunities to study what relations connected to respon-
sibility that are included or excluded in the interface between making business,environment and
society.
In a conclu&ngdiscussionthe paperdiscusses the resultsin relationto different functionsof
education and educationfor sustainabledevelopment.

Art as a Sourcefor ESD- The useof presentational

knowing
in expandingand employingsustainability
competence
Natalia Eemstman
ESD can be understoodasthe processthrough which citizensacquire,expandand employsus-
tainabiiity competence.This encompasses the skills and attitude necessaryfor surviving and tLriv-
ing in the declining conditions ofthe world in waysthat slow down that decline asfar aspossible.
Eramples of such competenciesare the ability to: incoryorate different perspectives,deal with
uncertairty and complerity, be creativeand think-out-of-the-box,envisionthe future, take re-
sponsibilityand action.
ESD coversa whole rangeof relatively new leaming straodsthat sharecollaborative, experien-
tial transformative,emancipatorynon-hierarchical, process-oriented attributesand a post-mod-
ern worldview. Despite the innovative character,the field is mainly dominated by propositional
ways of knowing with corresponding conventional methods. Numerous examples of tngaged
'community-art'
artistic pnctice' or however suggestthat incorporating alt - or presentational
knowing- could enhanceleaming for sustainabll|Iy. Fjls1fy,art as suchseemsto hold qualities that
corespond to factorsinherent to the sustainabilityparadigm.To namea few: seeingchaosas a
virtue rutherthan a threat,usingsenses andembodiedthinkin& dadngto start from total empti-
ness -the blank canvas,and being open to seethe world differently. In short, if we all becomemore
artistic,or approachissues in more artistic manner,we couldbe addressing currentsustainability
challengesmore effectively. Secondly,art could be valuableasa meaasorratdbst in ESD.The con-
cept ofart-basedenvironmentaleducationfor example,is basedon the premisethat art invites
peopleto [re]connectwith their elvironment and valueit in a new and more profoundmanner.

23
Certain forms of participatory theatre provide a spacefor embodied leaming thereby contribut-
ing to community healing.
However, till now the fields of ESD and art are largely separated,consequentlythe use of art-
basedmethods in addressingssstainability competence is undervalued. My PhD research aims
to bridge that gap and explore how art can contribute to the development of sustainability com-
petence among citizens, which enablesthem to explore, designand bring forth sustainableways
forward.
My presentation aims to info.m participants through propositional and presentational/experi-
ential meanshow art relatesto sustainability competence,and glve a description ofthe art-based
action researchmethodology that I am using in my research.

THEME: CHILDHOOD
EARLY

Beratung.
Forschung. Leuchtpol- A transdisciplinary
Evaluation.
researchprojectfocusingon ESDin earlychildhood
education(on the exampleof energyandenvironment)
Katharina Moths
I am involved in the transdisciplinary researchproject ,,Forschung.Beratung.Evaluation.Leuchtpol"
which.uns at the Institute for integrative Studiesat the Leuphana University Lnneburg (http://
wwwleuphana.delinstitute/infis/forschungprojekte/1euchtpo1.htm1]. It is in charge of the sci-
entific support of a nationwide project in Germany ca1led,,Leuchtpol - a new experience of en-
ergy and the environment" (http://www.1euchtpo1.de./J,that targets on the implementation of
Education for SustainableDevelopment at pre-primary level focussing on the topic ,,Energyand
Environment". The main strategyof Leuchtpol to implement ESD is fsrther training of kindergar-
ten teachers.Actually it is the largest project in that field of work in Germany. It is planned to be
run for four yearsandin this period of time until2012 Leuchtpolaimsto havereached4000kin-
dergartens.The project is managedcentrally. The head offlce ofLeuchtpol is settled in FranMurt.
Eight regional offrcesare in chargeof the further trainings in the individual regions of Germany.
Forschung.Beratung.Evaluation.Leuchtpolhasthree main tasks:

. researchactivities focussingon Education for SustainableDevelopment at pre-pdma ry level

in generaland on the example oft Energy and Envirooment,
. advisingLeuchtpol on questionsof education for SustainableDevelopment and preprimary
educationand
. the evaluation of Leuchtpol.

We conduct a accompanyingand transdisciplinary researchand evaluation approachthat involves

all participants (the responsiblepersonsof Leuchtpol the kindergarten teachersparticipating in
the project and alsothe involved children]. To collect data we use&fferent instruments like ques-
tionnaircs, documentations of the practical projects, the attending kindergarten teachers have
to conduct and to document, analysisof concept papers of the head of6ce and regional offrces
etc.In context of this researchprojectI am working on a PhD,which dealswith the thinking {of
young childrenl about Energy in context of SustainableDevelopment and ESD. On the GRESD
International ESD ResearchConferenceI could presentour transdisciplinary approachofresearch
and evaluation and also some crucial results ofthe evaluation

24
Youngchildren's
possibilities
to change
andexperience- an
agencyprocessin EarlyChildhoodEducation
for Sustainability
Cecilia Caiman
In the freld ofEarly Childhood Education for Sustainability (ECEfS)questionsare lively discussed
concerningthe importance to recognizeyoun gchildrer' asagentsJordta?rgeand their abilides to be
active participants in their own day to day practices.At the sametime new devicesof governing,
related to the problem solving, fexible and self-evaluatedchild have entered the early childhood
educationalagenda. This articleexaminesempiricallythe notionofagencywhich hereis concep-
tualizedassomethingthe pre-schoolchildrenachievein atransactional processwhenthey explore
thingscooperativelyratherthan somethingthat they possess. We proposethat youngchildren's
possibilities to changeand experience are a profound aspectof the notion of agency.The empirical
materialconsistsofvideo-recordingsequences from two pre-schoolsin Swedenandthe children
examinesciencerelatedissuesin a context ofeducationfor sustainability.In the analysiswe use
a methodologicalapproachbasedon Dewey'spragmaticphilosophyandf.om this standpointthe
conceptof agencyis partly understoodasa processin which both children and teachersare con-
tinuously involved in a variety of strategies,values and habits. The preliminary findings line out
children'saestheticjudgmentsand valuesasimportant aspectsin the agencyprocess.Finally we
discussthe consequences of usinga conceptlike agencyin relationto new devicesof governingin
earlychildhoodeducationagenda.

Keylror dsl transactiotrs,notion oJagmcy, aesthetics,participation

movesin naturemeetingsin preschool

Epistemological
andwhattheymeanfor children's
meaning
makingand
actioncompetencefor sustainable
development
Maria Hedefalk
This is a study of children s encounterswith nature and what companion meanin8sabout nature
that are constitutedin theseencounters.By doing a compadsonwith earlierresearchof nature
views, I investigateif and how the children's actions in the present study show similar views or if

Previousresearchshowsthat the view of nature in the Swedishschool systemis mostly roman-

tic- Nature standsfor peace,the good,healt[ a pedagogicalresourceand fteedom (Halld6n, 2009)
andthe view of natureis often b1dlton a biocentricidea{Thulin, 2006).In contrastsomesurveys
from Britain and Australia showsa complete different view ofnature assomething dangerousand
problematic(Bonnett& Williams, 1998;Gambing Davis,& Rowntree,2009],that we ashumans
haveto deal with in one way or another
My study of pmcticesin a Swedishpreschool howevet showsthat the nature in someencounters
is viewed assomething dangerous.In my study the children show different views ofnature in dif-
ferentsituations.Sometimesan anthropocentricview and sometimesa biocentricview of nature
is constituted in the preschoolpractice. In other words, there is not one way of viewing nature - it
dependsofthe situationand the participantsin the encounter.In the paperI arguethat this has
impiicationsfor childrensability to developactioncompetencefor sustainability.A pluralismo{
waysto view natureis applicablehere [well, at leasttwo), which is an important aspectofaction
competence.ldefineactioncompetenceasanabilityto criticallyweighdifferentsourcesandthen
be able to make a decision about what way or view is the most suitable one in the particular oc-

25
cufience. When children get the opportunity to view nature from different perspectives,they are
offeredan important educationalstepto developthis competence.

References
Bonnett M., & Williams,J. (1998).Environmentaleducationandprimary childrensattitudesto-
'\59.
wards nature and the environment. [Article]. Cambridgeloumal of Ed.ucatiotu,28Q),
Gambinq A., Davis, J.,& Rowntree, N. {2009]. Young Children Learning for the Environment:
Researchinga Forest Adventure. fArticle]. ,4r stfahan loumal of EnuironmentalEducation,
25 83-94.
Halld€4 G. {2009J.N4turen somsymbolfbr dengoda bamdomen.Stockholm: Carlssons.
Tfuthn,5.8006). Uad hiind.ermed larandetsctbiekt?: en studie ao h1/rlarare ochbam i Jt)deolan
hommxtnicerarnaturuetenslzapliga
fmomen.Yaxjd: V:ixjii University Press.

How doesparticipation in greengroupsin primaryschools

contributeto children's
developingactioncompetence?
ElsaLee
The English sustainableschoolsstrategy,launched in 2006 by the previous UK government, set
out a frameworkfor schoolsto enablethem to attain the goalof makingall schoolssustainable by
2020.rOne popular meansto achievingtheseendshasbeen the framework developedby Eco-
schools,a programme developedby the Foundation for Environmental Education. It encourages
schoolsto addresssustainability by working towards gaininga set of awardsthat refiect progression
towardssustainabiliql.One ofthe 6rst stagesof this programmerecommendsthe settingup of
an Action Team'to leadthe schoolin its progressiontowards sustainability, and suchteams (often
called greengtoups)arenow widely prevalent in English schools.
The previous government also saw a need to addressyoung people! perceived &sengagement
with societyand put in placecompulsorycitizenshipeducation(CEJ.Recentresearchhasshown
that CE can havean impact on youngpeoplet senseof personalefficacyand their commitment
to civic and political engagement3. Although referenceis madeto the potentiaioflinkinS ESDto
citizenship, and some schoolshave started to approach CE through ESDa,this hasyet to be fully
appreciatedand exploredon the grounds.This is not the casein someother Europeancountries
where action competenceis used to encouragestudents to become willing and able to engageac-
tively with socialissues6;qualitiesthat arestronglyassociatedwith CE in the UK. Thus,it is pos-
siblethat conjoiningCE and ESD could havebeneficialoutcomesfor the developmentofyoung
people who are motivated and able to participate in civil and political lifej action competence
theoryhasthe potentialto inform and direct this process.
The proposed researchwill investigate questions such as:Is there any interplay between the
learningof skills requiredfor activecitizenshipand the involvementwith primary schoolgreen
groups?How does this play out within the institutional and curriculum context of the school?

I http://wwwteache.net.sov.uk/sustainables.hools/abost/about.cfmlevelselected=2&id=2
2 http://wwweco+chools.org.uk/
3 Keating,A. et al.,2010.Citizenshipeducationin England2001-2010:youngpeoples practicesand prospectsfof
the futurc: the eighth and firul report ftom the Citizenship Edu.ation Lonsitudinal Study (CELS).Available
odiae at http://publications.education.so{uk/eold€rinsDownlold/DFE'RB059.pdf
http://wwweducauon.sovuk/schools/toolsandinitia&es/casestudies/ao011621/sustainability-suppo4s-
respect-andjesponsibility-a-case'study
5 Scott,W.A.H.; Cougl" S.R.Sustainabilitt Learniosand Capability:Explo.ins Questionsof Balance.Sustai!-
ability 2010,2, 3735-3746availableooline at:http://www.mdpi.com/2071-1050/2/12/3735/
6 Jenseq Bjane Bruun md Schnack, Karetenf2o0 6) 'The action competen e approach itr environmental educa-
tionl EnvironmentalEducationResearch.12:3. 471 - 486

26
 Hot do (green] group dynamicsinfluence the learniog that occurs?Does action competencethe-
or,.lucidate ans, of the rcsultant Andings?
Such questions will be investigated through casestu&es of p.imary school Sreengroops.Data
will be gatheredusing site surveys,observationsof group meetfu€s,focus group discussions,afld
interviews. Two?relimiaary research;ohasesare planned to eaablethe selection of schoolsthat
havemade considerableprogresstowards becoming tustainable schools'.
h my ta1k,I sha11discussthe background to this proposedresearcb,and explore someofthe prac-
ticalandtheoreticalissu€s
involved.

STUDIES
TEACHER
THEME:

Knowledgecapabilities developmentin
for sustainable
globalclalsrodms- localchallenges
Birgitta Norddn
global-
The Young MastersProgrammeprovidesyoung people around the world with a net-based
certain
local learning environment for sustainabledevelopment The present study ^inv-estigates
munici-
aspectsof th! implementation ofthis programme in the secondaryschoolsofa Swedish
researchfocuseson critical abilities to act
f"iity, io th. "ooi.*t of the Lund Calling prolect. The process
glob"lly, ."f.rr"d to "knowledgecapabilities'l and how they relatetothe implementation
""
Sitnit#iog glot"1l.urning for sustainabledevelopment (GLSD) A phenomenographicapproach
and semi-structured ioterviews were used itr the investigation ofthe experiencesof secondary
schoolpupils,teachersandheadmasters who participatedin the project Participants'experiences
.titr. *.i.a out are describedin relation to examplesofknowledge capahilities needed
"tl*g*Critical knowledge capabilitiesfound to havebeen developedthrough the implementa-
for GLSD.
perceivedasneces_
tion w".., to t"k .o-mandl and to collaborate Critical knowledge capabilities
sary,but not developedthrough trheprogramme were: to be prepare4 to act in a transdisciplinary
manner, and to lead for a holistrc understanding

Keywotds: global learning, sustainablzdcvelopment,ctiticalknowledge c('p'rbilities,

glnbal classroom,phetom enography

MeaningMakingin Education
Teachers'Interdisciplinary
DeveloPment
for Sustainable
t1ercnnassloJ
natLtre of
The lack of competences in educatioq to addressthe interdisciplinary and holistic
by UNESCO (20091 The
Education for SusiainableDevelopment @SDl is seenasa key challenge
genresaffect
main purpose of this paper is to analysehow social languageand differeot speech
teachers'interchangesa;d holistic interyretations. This paper illuminates a Swedish example of
teachers
a discussionof an iritertwined problem as climate change,in a seminar between subject
The study analysespossibilities and challengesfor new meaning making
f.o* ,".orrd"ry
".hoo1.
of ESD,between teacherswith different experiencesand subject appt9":h": -
The empirical material consistsof an au&o recorded and transcribed book-discussionseminar
,.u.o t"".h"r. in an in-service course The teachersrepresent the subjects of natuml sci-
"-oogs"ocialstudies,language,mathematics and home economics Bakhtin's framework is used to
ence,

27
analysethe conve$ation. Univocal authoritative uttelances are seen as mainly conveying infor-
mation while &alogic makesit possibleto Seneratenew meanin&The three dimensionsof ESD
feconomic,ecologicalandsociocultural]revealsasdifferentgenresto talk about"knowledge"and
to interpret the world. The ability of interchangesis different due to which dimension and genre
that dominatethe discussion. The social&mensionsare mainly characterizedbyintersubjectiv-
ity. The ecologicaldimensions are mostly treated asfact basedknowiedge, more univocal and au-
thoritative,while the economicdimensionscould be describedas more dialogic The more the
&fferent dimensions are interrelated in the discussionthe more dialogic the colversation turns
out. Traditionally intersubjectivity is often seen as a way to reach common understanding be_
tween intedocutors or teacherand student. On the other hand this study showshow more dialogic
conversationgivespossibilities for a more pluralistic thinking and holistic views, where different
views emerge.

for ESD- whatcanbe taught,learnt

ActionCompetence
?
andevaluated
Camilla Jansson
This study discussestwo different conceptsof Education for SustainableDevelopment (ESD],as
well asthe conceptof Action Competence(AC] for sustainabledevelopmentandteachingtradi-
tions. What aspectsof actions and competencesare involved in the concept AC and how is this
conceptconnectedwith ESD andteachingin compulsoryschools?
The aim of the overarching project, where this study is a theoretical contribution, is to bddge
the gapbetweentheory and practicewithin this researchfield The presentstudy makesa theo-
retical framework and a starting point to enableempirical studies The first ESD concept studied
could be describedascontent-,and information-based andthe secondascapacity-building to think
critically and develop abilities to make choicesfor a complex and uncertain futu.e
This paper problematizes the three conceptsmentioned aboveand compiles previous research
in the areaofAC for Sustainable Development,the areaofESD conceptsand teachingtraditions,
questioning whether connections between the concepts exist and what features that miSht take.
A specialfocuswill be upon how previousresearchhasstudiedhow theseconceptshavebeen
expressedin compulsoryschools.
Tentative results of the current study give theoretical setting and provide appropdate research
questionsfor further investigationof AC at an empirical and practice-relatedlevel in a compulsory
schoolclassroom. Sincethere is a lack ofempirical researchin this 6e1d,this studymight servethe
scholarlysociety aswell aspmctitioners with these questionsasan opening to empidcal research

I uish to clait'y the two concepxof ESD,by showingactual casesftom schoolsitu'

hx ,tL! present&tiotu
atioru in a slid.eshoworfiln and then hauea discussionof what we haueseen.
 identityanddilemmas
Teachers' for
wheneducating
development
sustainable
IngelaBursjdi)
Educatior for sustainabledevelopment, ESD hasbeen a goal of the Swedishoational curriculum
since1994.The challenges for the teachersare demanding
This article focuseso1lexploring the different ways secondaryteachersrefect about their pro-
fessiooalidentity in relatioo to teaching sustainability issues.of padicular interest is how the
teacherstalk about the dilemmas they confront in their teaching.
The teachersare askedin questiornaires and inte iews about how they refect on lifestyle is-
suesand how it affects their trustworthiness in teaching. Phenomenographyis used to better un_
derstandthe variation in waysteachersin this study make meaningoftrheir sustainability teaching
Data were collected through semi_structured open-ended,qualitative interviews and qu€stion-
naires.The dilemmastheseteachersare confrontiogareworrying.
Since the Swedish curricula put education for sustainable development into every subject in
compulsory school it is vital that all teachersare well prepared for the task The identifrcation of
the iilemmas in the teachers'role raise important questions about education for sustainablede-
velopment. The use of transformative learning may contribste signif,cantly to the fullest imple-
mentation of ESD.
This study can provide crucial co$siderationsfor teacher education as well as for educational
practlce.

Kevwords: ESD lilemmas, teacheridentity, transfomatite learning

29
TheGRESD lnternational Conference,
ESDResearch
Ylay,2011- Participant
list

GRESDgraduate
students
Name Affiliation E-mail Supervisors
CamillaJansson G<iteborgs camillajansson@ped.gu.se Shirley Booth
University
Ulrica Stagell Jijnkdping ulrica.stagell@hlk.hj.se Elsie Anderberg
sniversity
Birgitta Norden Malmd birgitta.norden@iiiee.lu.se ElsieAnderberg

Miilardalen tom.storfors@mdh.se Carl-Anders

university Siifstriim
Carolinelgnell Stockholm caroline.ignell@ped.su.se Ola Hallden
unlverslty
Cecilia Caiman Stockholm cecilia.caiman@did.su.se P-O Wickman

KatadnaOttander Umed ninao@park.se MargaretaEkborg

un
KristinaAndersson Uppsala kristina.andersson@edu.uu.seLeif Ostman

LouiseSund Orebro louise.sund@mdh.se JohanOhman

university

graduatestudents
GRESDassociated
Malmd se
helen.hasslbf@mah. Margareta Ekborg
unlversfiy
MichaelHdkansson Uppsala LeifOstman
michael.hakansson@edu.uu.se
unlvefsrty
IngelaBursj66 Gothenburg ingela.bursjoo@centrum. A-M Pendrill
university
Annika Manni UmeA annika.manni@matnvumu.se KarinSpore
ufiverslty
PernillaAndersson Uppsala LeifOstman
pernilla.andersson@uppsala.se
unlverslty
KirstiMarieJerstad kirsti.marie j egstad@umb.no Astrid Tonette
U:ili"tt" Sinnes
Sciences
StefanBengtsson Uppsala stefan.bengtsson@edu.uu.se Leif Ostman

Mia Hedefalk Uppsala maria.hedefalk@edu.uu.se

unlversl
Mikael Wingi'rd Uppsala mikael.wingrd@kultgeog LenaMolin
unlvemlty
Anna Levin Uppsala anna.lei'in@kultgeoguu.se
unlverslly
JonasGreve Danish joly@dpu.dk JeppeLaessoe
Lysgaard schoolof
education

30
Katrine Dahl kdma@dpu.dk JeppeLaessoe
Madsen school of
education
Nanna Jordt Danish najj@dpu.dk JeppeLaessoe
Jdrgersen school of
education
ElsaLee University of eul20@batb-acuk Baratt Hacking &
Bath SteveGough
JoanaAmeyaw Wageningen joana.ameYaw@wurnl Arjen Wals
University
NataliaEemstman Univ. uk
ne138697@falmouth.ac ArjenWals
College
Falmouth
PreshaRamsurup Rhodes ps@isdial.net Heila Lotz-Sisitka
university
26

Invitedintemational students
Sraduate
Mari Ugland Norwegian m.u,andresen@
Andresen Centrelor naturfagsenteret.no
SE
Emilia Fagerstam Linkdping emilia.faserstam@liu.se
universitet
Heli Vilanen Luled heli.villanen@1tu.se GunnarJonsson
Technical
un.
Kdstina Bitrebiick Stockholm kristina.boreback@edu.su.se SharonTodd
university
Verena Holtz Leuphana verena.holz@uni.leuphanade Ute Stohenberg
un.
Liineburg
Katharina Moths Leuphana moths@uni.leuphana.de Ute Stoltenberg

Hayley Bentham Norwegian genisat@gmail.com Astrid Tonette

Un Life Sinnes
Sciences
JohannaL6nngren Chalmers johanna@loenngren.de
Goteborg

31
SENIORRESEARCHERS

GRESDscientificcommittee
Bill Scotr University of Bath wa.h.scott@bath.ac.uk
ArjenWals University of Wageningen arjen.wals@wur.nl
JeppeLzessoe Danr.h.choolofeducation lepl@dpu.dk
Heila Lotz-Sisitka Rhodesuniversity H.Lotz-Sisitka@ru.ac.za

Invitedkey-notes
Alan Reid
Jutta Nikei
University of Bath
Universiryof Ed. Freiburg
a.d.reid@bath.ac.uk
jutta.nrkei@ph-freiburg.de
a
Shi Gendong Beijingacademyof educationalsciences
Jadambaa
Badrakh Mongolian state university of education
MarciaMcKenzie Universityofsaskatchewan marcia.mckenzie@usask.ca

GRESDboard
Iann Lundegerd Stockholmuniversity iann.lundegard@mnd.su.se
JohanOhman Orebro university johan.ohman@oru.se
Leif Ostman Uppsalauniversity leif.ostman@edu.uu.se
PerSund Uppsala university persund@edu.uu.se
Anita Wallin Gothenburguniversity anita.wallin@ped.gu.se
PerAskerlund univesity per
ClaesMalmberg Malmb Unjversity claes.malmberg@mah.se
C-A S;fstrdm Malardalen University carl.anders.safstrom@mdh.se
KarinSporre UmeAuniversity karin.sporre@pedag.umu.se
CeciliaLundholm Stockholm university cecilia.lundholm@
edu,su,se
10

lnvitedseniors
Christine Affolter ENSI network ch.affolter@ensi.org
FransLenglet SWEDESD frans.lenglet@hgo.se
Astrid Sinnes Univ of Life Sciences,Nor astrid.sinnes@umb.no
YoshikoAsano JapanWomens Uni. asayoshi55@hotmail.com
Erdenechimeg
Lkhagvatseren Mongolian state unive$ity of
education
Elsie Anderberg Jiinkitping university Elsie.Anderberg@hlk.hj.se
David O. Kronlid Uppsalauniversity David.kronlid@edu.uu.se
YU Xiuyun Beijingacademy Deputy Director, Education
Colnmissionof ShijingsLanDistdct
FENG Yan Beijing academy Principal Experimental High
School of ShijingshanDistrict
WANG Peng Beijing academy ResearchAssistanq Research
Center of Education for Sustainable
Development,
Beijing Academy of Educational
Sciences
DAI Jingjing Beijingacademy ResearchAssistant, Department
for International Cooperation and
Exchanges,
Beijing Academy of Educational
Scie[ces

Swedish
researchnetwork
Gunnar Jonsson Lulea lecnnlcat un. Sunnarjonsson@ltu.se
EvaNyberg Giiteborgs university eva.nyberg@ped.gu.se
13 (tot 661

SidaInternalional
TrainingProgramme,
lTPtot. 24
GabatshwaneTsayang University of Botswana tsayangt@mopipi.ub.bw
Chang Hongmei ESDCenterof Inner doured@sina.com
Mongolia Normal Univ
Yan Jiong SichuanUniversity Yanjiong99@gmail.com
Gessesse
Dessie Wondo Genet College of gessesse.dessie@Smail.com
Forestry and Natural Res.
TassewMezgebu HaramayaUniversity tgassewmezgebu@gmail.com
Cebrehiwot
DesalegnrMKifle UniversityofGondar desalegn0l@gmail.com
Abeyu Shiferaw Addis AbabaUniversity abiyushif@yahoo.com
Yilma
Divya Dawadi Ministry of Education dir,ryadawadi@gmail.com
SubashChandra University Grants Comm. Subash2017@yahoo.com

Kul PrasadKhanal National Centre for kulpsdkhanal@gmail.com

Educational Development
Anthony M. Penaso OffceoftheMcePresident anpenl972@yahoo.com
for Research& Extensiory
Central Mindanao Univ
Raymundo D. Universityof the Philippines rrovillos@hotmail.com
Rovillos
Delia B. Senoro Mapua Inst. of Technology delia-senoro@yahoo.com
BiancaCurrie NelsonMandela Bianca,currie@nmmu.ac,za
Metropolitan University
Edward Andama Busitema University e.andama@sci.busitema.ac.ug
Agnes Nambatya Nkumba University nambatyaak@yahoo.com
Kivumbi
KaggwaRosette Makerere University vrtamale@educ.mak.ac.ug
Victoria Tamale
Doan Huu Luc An GiangUniversiry dhluc@agu.eduvn
Pham Trung Yen Tra Vini University phamuungyen@yahoo.com

33
Quach Thi Ngoc Tho Uoiversity of Science qtntho@hcmus.eduvn
Milupi loonge Universityofzambia inoogernba@yahoo.com
Kasimona
Ntenga Oscar KasamaCollege of oscarentenga@yahoo.co.uk
Emmanuel Education
Amanda Hlengwa RhodesUniversity a.hlengwa@ru.ac.za
resoulce pe6on
Marie Neeser RambollNaturaAB marie.neeser@ramboll.se

ParticiDantsin total 9l Revised 110501

34
 in the GRESD
20 Countriesrepresented
ESDresearch
international conference!
Sweden (ll universities.)
Norway
Denmark
Germany
UK
Netherlands
South Africa

Mongolia
Canada
Switzerland
Japan
Botswana
Etiiopia
Nepal
Philippiltes
Swaziland
Uganda
Vietfam

35