Talking About Sustainability Issues When Teaching Business Economics - The 'Positioning' of a Responsible Business Person in Classroom Practice.

Autor/in	Andersson, Pernilla
Titel	Talking About Sustainability Issues When Teaching Business Economics - The 'Positioning' of a Responsible Business Person in Classroom Practice.
Quelle	In: Journal of social science education, 17 (2018) 3, S. 46-62Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-885
Schlagwörter	Empirische Untersuchung; Unterrichtsinhalt; Videoanalyse; Sozialwissenschaftlicher Unterricht; Nachhaltige Entwicklung; Wirtschaftskunde; Unternehmer; Berufsrolle; Schweden
Abstract	This paper presents a study of the roles of a business person privileged by teachers when the concept of 'sustainable development' is incorporated into the subject of business economics. A logics approach to discourse analysis was used to analyse the empirical material, which consisted of video recorded observations in five teachers' classrooms collected two years after the inclusion of the concept in the upper secondary school syllabus in Sweden. The results show how different rules and conditions for doing business are foregrounded in classroom practice. This in turn has different implications for whether a responsible business person is expected to: a) adapt to self-interest, b) respond to customers' increasing interests in sustainable products, or c) be sensitive to the needs or interests of others (including humans, animals and nature), when making business decisions. The results also illuminate how talking about 'homo economicus' as 'real' can hinder, how talking about customers in altruistic terms can facilitate, and how talking about the complexity of others' interests can suggest ways of doing business (more) sustainably. The empirical examples that illuminate the privileging of specific roles could be used for critical reflection in order to make students better equipped to address uncertain and complex sustainability issues (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2020/3