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Norm Supporting Actors and Structues at the very local level of Implementation in Higher Education

Wickenberg, Per LU (2005) Drivers and Barriers for Implementing Sustainable Development in Higher Education In [Host publication title missing]
Abstract
This Norm focussing article starts exploring the various influence processes that take place in connection with the dawn of a new theme - the environment and then sustainable development - in today's society. The Swedish society has in the early 1990-ies declared that educational institutions, places designed for the intentional influence, shall utilise the new environmental theme in its practice. In recent years the theme of sustainable development is added in this educational context. We probably will have a number of drivers and barriers as well in these new processes in higher education. What can we learn from these experiences?



My Sociology of Law study (a research project carried out 1993-99 – Wickenberg, 1999... (More)
This Norm focussing article starts exploring the various influence processes that take place in connection with the dawn of a new theme - the environment and then sustainable development - in today's society. The Swedish society has in the early 1990-ies declared that educational institutions, places designed for the intentional influence, shall utilise the new environmental theme in its practice. In recent years the theme of sustainable development is added in this educational context. We probably will have a number of drivers and barriers as well in these new processes in higher education. What can we learn from these experiences?



My Sociology of Law study (a research project carried out 1993-99 – Wickenberg, 1999 & 2000) is following and studying three flows of influence that meet in the local schools. From above come two geographically distant, slow processes of influence, collecting their active impulses from within the system in the form of: firstly, the Environment Amendment to the Act on Education, December, 1990 and the new curricula and syllabi that followed it; and secondly, the Agenda 21 program on the environment and the future, originating in Rio de Janeiro in June, 1992. From below comes the temporally distant and slowly but surely growing environmental interest of the understream. This interest is borne and conveyed by various categories of dedicated individuals (souls of fire) and key actors from the lifeworld in the local schools of the system. My research is into the meeting described above from structural as well as actor or individually based perspectives. I have utilised close and concrete studies of advanced practice, a practice that has not yet become a custom. In analysis, contextualisation, interpretation, and understanding I introduce my instrument of analysis, the Norm model: values-will, knowledge and opportunities. The Norm concept is the point of departure in order to be able to interpret and understand the actions and action patterns of individuals and groups, and is thus the theoretical centre of my research.



An important result of my study is, from this perspective, the understanding that it is knowledge, commitment, and inspiration from the actor’s lifeworld that has been allowed - contrary to earlier ideals - to influence the professional role of the school's adult actors. This mode of professional, clearly value based practice has been introduced by dedicated individuals or key actors that have acted as forerunners and norm setters in their normative action. This development would not have been possible if the professional and bureaucratic-administrative actors had not adapted to this development by creating Norm supporting structures in the local environment. This in turn has collected its nourishment and driving force from the distant management and action impulses connected to the policy development that has taken place at the national and international level, especially in relation to the Agenda 21 program and the dawn and rising of the notion ’sustainable development’. The article then continues to elaborate and analyse some new but quite similar Norm Research projects – also in Higher Education – I have been running or have been part of since 1999.



PER WICKENBERG

LUND UNIVERSITY - SOCIOLOGY OF LAW

P.O. BOX 114 - SE-221 00 LUND, SWEDEN

TEL +46-46-222 88 15 (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
implementation, sociology of law, norms, DESD, sustainable development, Rio, Johannesburg, UNCED, decade, law, rättssociologiska enheten
in
[Host publication title missing]
publisher
UNESCO
conference name
Drivers and Barriers for Implementing Sustainable Development in Higher Education
project
Forskarnätverket Utbildning och hållbar utveckling
language
English
LU publication?
yes
id
81e007ac-948e-42bc-8de8-48d6adc218db (old id 631532)
date added to LUP
2007-11-28 10:57:50
date last changed
2016-04-16 09:50:03
@inproceedings{81e007ac-948e-42bc-8de8-48d6adc218db,
  abstract     = {This Norm focussing article starts exploring the various influence processes that take place in connection with the dawn of a new theme - the environment and then sustainable development - in today's society. The Swedish society has in the early 1990-ies declared that educational institutions, places designed for the intentional influence, shall utilise the new environmental theme in its practice. In recent years the theme of sustainable development is added in this educational context. We probably will have a number of drivers and barriers as well in these new processes in higher education. What can we learn from these experiences?<br/><br>
<br/><br>
My Sociology of Law study (a research project carried out 1993-99 – Wickenberg, 1999 &amp; 2000) is following and studying three flows of influence that meet in the local schools. From above come two geographically distant, slow processes of influence, collecting their active impulses from within the system in the form of: firstly, the Environment Amendment to the Act on Education, December, 1990 and the new curricula and syllabi that followed it; and secondly, the Agenda 21 program on the environment and the future, originating in Rio de Janeiro in June, 1992. From below comes the temporally distant and slowly but surely growing environmental interest of the understream. This interest is borne and conveyed by various categories of dedicated individuals (souls of fire) and key actors from the lifeworld in the local schools of the system. My research is into the meeting described above from structural as well as actor or individually based perspectives. I have utilised close and concrete studies of advanced practice, a practice that has not yet become a custom. In analysis, contextualisation, interpretation, and understanding I introduce my instrument of analysis, the Norm model: values-will, knowledge and opportunities. The Norm concept is the point of departure in order to be able to interpret and understand the actions and action patterns of individuals and groups, and is thus the theoretical centre of my research. <br/><br>
<br/><br>
An important result of my study is, from this perspective, the understanding that it is knowledge, commitment, and inspiration from the actor’s lifeworld that has been allowed - contrary to earlier ideals - to influence the professional role of the school's adult actors. This mode of professional, clearly value based practice has been introduced by dedicated individuals or key actors that have acted as forerunners and norm setters in their normative action. This development would not have been possible if the professional and bureaucratic-administrative actors had not adapted to this development by creating Norm supporting structures in the local environment. This in turn has collected its nourishment and driving force from the distant management and action impulses connected to the policy development that has taken place at the national and international level, especially in relation to the Agenda 21 program and the dawn and rising of the notion ’sustainable development’. The article then continues to elaborate and analyse some new but quite similar Norm Research projects – also in Higher Education – I have been running or have been part of since 1999.<br/><br>
<br/><br>
PER WICKENBERG<br/><br>
LUND UNIVERSITY - SOCIOLOGY OF LAW<br/><br>
P.O. BOX 114 - SE-221 00 LUND, SWEDEN<br/><br>
TEL +46-46-222 88 15},
  author       = {Wickenberg, Per},
  booktitle    = {[Host publication title missing]},
  keyword      = {implementation,sociology of law,norms,DESD,sustainable development,Rio,Johannesburg,UNCED,decade,law,rättssociologiska enheten},
  language     = {eng},
  publisher    = {UNESCO},
  title        = {Norm Supporting Actors and Structues at the very local level of Implementation in Higher Education},
  year         = {2005},
}