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Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?
Malmö University, Malmö, Sweden.
Stockholm University, Stockholm, Sweden.
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0002-7643-1355
2016 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, 259-275 p.Article in journal (Refereed) Published
Abstract [en]

In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’ © 2016 Taylor & Francis

Place, publisher, year, edition, pages
Abingdon: Routledge, 2016. Vol. 38, no 2, 259-275 p.
Keyword [en]
Education for sustainable development, socio-scientific issues, qualification
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-30514DOI: 10.1080/09500693.2016.1139756Scopus ID: 2-s2.0-84958054456OAI: oai:DiVA.org:hh-30514DiVA: diva2:911895
Available from: 2016-03-14 Created: 2016-03-14 Last updated: 2016-03-15Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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