Discussing Sustainable Development among Teachers: An Analysis from a Conflict Perspective

Autor/inn/en	Hasslof, Helen; Ekborg, Margareta; Malmberg, Claes
Titel	Discussing Sustainable Development among Teachers: An Analysis from a Conflict Perspective
Quelle	In: International Journal of Environmental and Science Education, 9 (2014) 1, S.41-57 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Sustainable Development; Teacher Attitudes; Secondary School Teachers; Conflict; Reflection; Climate; Relevance (Education); Language Usage; Group Discussion; Inservice Teacher Education; Foreign Countries; Books; Discourse Analysis; Environmental Education; Economic Factors; Social Influences; Biology; Ecological Factors; Sweden + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Lehrerverhalten; Konflikt; Klima; Relevance; Relevanz; Sprachgebrauch; Gruppendiskussion; Lehrerfortbildung; Ausland; Book; Buch; Monographie; Monografie; Diskursanalyse; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ökonomischer Faktor; Sozialer Einfluss; Biologie; Ökologischer Ansatz; Schweden
Abstract	Education for Sustainable Development has been discussed as problematic, as a top down directive promoting an--"indoctrinating" education. The concept of the intertwined dimensions (economic, social-cultural, and environmental) of sustainable development is seen both as an opportunity and as a limitation for pluralistic views of sustainability. In this paper we study possibilities that allow different perspectives of sustainability to emerge and develop in discussions. We focus on the conflicting perspectives of the intertwined dimensions in some main theoretical models in combination with the use of Wertsch's function of speech framework to construct a "conflict reflection tool." As an illustrative case, we apply this conflict reflection tool to an analysis of a discussion among seven secondary school teachers on climate change. The results in this particular example show the dynamics of speech genre and content in developing different perspectives. We conclude our paper with a discussion of the conflicting view of the integrated dimensions of sustainability in relation to an agonistic pluralistic approach, and we consider its relevance in an educational context. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10