Meaning making and the development of action competence
2012 (English)Conference paper, Presentation (Refereed)
The aim of this study is to analyze children’s possibilities to develop action competence for sustainable development while participating in in everyday life in preschool. In order to develop action competence for sustainable development, it is important to be able to critically explore different problems and then have the will and confidence to act upon them. In educational settings, children learn different action competences depending on different manners of teaching. There are differing views on the purpose of teaching and, consequently, what contents and methods teaching should address. These views can be categorized into different teaching traditions within ESD. The analysis is done in two steps. Firstly, the meaning making in everyday preschool situations is analyzed using practical epistemology analysis of video recordings. Secondly, a comparison is made between the preschool practice and three teaching traditions. The consequences of the actions performed are then discussed as possibilities for the children to learn to act for a sustainable development. The analyses show that different actions become relevant in different traditions; i.e.in the fact based teaching tradition the ability to pay attention to the relevant information is central; in the normative teaching tradition to act according to predefined values is privileged and finally, in the pluralistic teaching tradition the skills to value different facts and thoughts of action are privileged.
Place, publisher, year, edition, pages
Research subject Curriculum Studies
IdentifiersURN: urn:nbn:se:uu:diva-182615OAI: oai:DiVA.org:uu-182615DiVA: diva2:560233
Transboundary learning beyond disciplines. Sustainable development (SD) opening up research dialogue, October 9-11 in Umeå, Sweden.