Talking about Action: Political and cultural barriers for a sustainable transition in the Danish school system
(2019) HEKM51 20191Human Ecology
- Abstract
- This thesis examines how sustainability is prioritised politically and integrated in the Danish municipal primary and lower secondary education. It consults representatives from the Ministry of Education, the unicipality of Copenhagen and ten lower secondary education teachers about their perceptions of sustainability and education and their experiences with integration of sustainability education. Undertaking qualitative research from the standpoint of critical realism, this thesis hence looks into the political and cultural structures as well as individual action related to sustainability education.
This thesis argues that sustainability education must be holistic in content and pluralistic in approach in order to empower learners to... (More) - This thesis examines how sustainability is prioritised politically and integrated in the Danish municipal primary and lower secondary education. It consults representatives from the Ministry of Education, the unicipality of Copenhagen and ten lower secondary education teachers about their perceptions of sustainability and education and their experiences with integration of sustainability education. Undertaking qualitative research from the standpoint of critical realism, this thesis hence looks into the political and cultural structures as well as individual action related to sustainability education.
This thesis argues that sustainability education must be holistic in content and pluralistic in approach in order to empower learners to action competence regarding a transition towards sustainability. However, this thesis further argues that the dimensions of practice, experience and action likewise are crucial aspects of education in order to prevent solely talking about action. Further, this thesis finds that sustainability education cannot stand alone, but requires supporting institutional frames, managerial support and teacher training.
This thesis criticises the lack of political action and visions on sustainability in the school system as well as the cultural school tradition’s impeding structures for a pluralistic engagement with sustainability education. Moreover, it illuminates the barriers and potential solutions to getting started. Thus, it concludes that sustainability is not prioritised holistically in the Danish municipal primary and lower secondary education, neither is it integrated pluralistically. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8994256
- author
- Hertz, Nanna Fiskaali LU
- supervisor
- organization
- course
- HEKM51 20191
- year
- 2019
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Education for Sustainable Development, Sustainability Education, action competence, neoliberal governance, sustainable transition
- language
- English
- id
- 8994256
- date added to LUP
- 2019-12-18 11:07:18
- date last changed
- 2019-12-18 11:07:18
@misc{8994256,
abstract = {{This thesis examines how sustainability is prioritised politically and integrated in the Danish municipal primary and lower secondary education. It consults representatives from the Ministry of Education, the unicipality of Copenhagen and ten lower secondary education teachers about their perceptions of sustainability and education and their experiences with integration of sustainability education. Undertaking qualitative research from the standpoint of critical realism, this thesis hence looks into the political and cultural structures as well as individual action related to sustainability education.
This thesis argues that sustainability education must be holistic in content and pluralistic in approach in order to empower learners to action competence regarding a transition towards sustainability. However, this thesis further argues that the dimensions of practice, experience and action likewise are crucial aspects of education in order to prevent solely talking about action. Further, this thesis finds that sustainability education cannot stand alone, but requires supporting institutional frames, managerial support and teacher training.
This thesis criticises the lack of political action and visions on sustainability in the school system as well as the cultural school tradition’s impeding structures for a pluralistic engagement with sustainability education. Moreover, it illuminates the barriers and potential solutions to getting started. Thus, it concludes that sustainability is not prioritised holistically in the Danish municipal primary and lower secondary education, neither is it integrated pluralistically.}},
author = {{Hertz, Nanna Fiskaali}},
language = {{eng}},
note = {{Student Paper}},
title = {{Talking about Action: Political and cultural barriers for a sustainable transition in the Danish school system}},
year = {{2019}},
}