https://www.mdu.se/

mdh.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Teachers’ reflections on teaching responsibility social justice
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet. (Studies of Meaning-Making in Educational Discourses, Örebro University)ORCID-id: 0000-0002-3690-9879
2014 (engelsk)Inngår i: Part of the symposium On Ethical and Political Issues and Challenges within Environmental and Sustainability Education Research., 2014Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper takes as its starting point the shift of emphasis in the field of environmental and sustainability education (ESE) towards the inclusion of social and human development issues. The paper deals with one of the basic guiding principles informing this transition and shift of focus, namely that of social justice framed in terms of our moral obligations to other humans in the Global South. The purpose of the paper is to explore how teachers integrate issues of social justice into their teaching on global sustainability. More specifically, this study investigates how a group of experienced teachers with an interest in global sustainability issues and experiences from North–South educational partnerships reflect on their own teaching. The chosen teachers had all been involved in development programmes and/or school cooperation projects with the aim to promote issues related to sustainable development which included North-South study visits for participating teachers and students. In the study I use postcolonial theory as a framework for the analysis in order to direct attention to and offer a deeper understanding of how historical processes, ethical relations to others, issues of power, and different forms of knowledge and knowing influence ESE practice.

sted, utgiver, år, opplag, sider
2014.
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-36337OAI: oai:DiVA.org:mdh-36337DiVA, id: diva2:1138540
Konferanse
the Annual Meeting of the European Conference on Educational Research (ECER) Porto, Portugal, September 2-5, 2014
Tilgjengelig fra: 2017-09-05 Laget: 2017-09-05 Sist oppdatert: 2019-09-20bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Søk i DiVA

Av forfatter/redaktør
Sund, Louise
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 43 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf