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Beyond Education and Society: On the Political Life of Education for Sustainable Development
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2014. , 361 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences, 7
Keyword [en]
education, ESD, environmental education, Education for Sustainable Development, sustainability, policy, education policy, globalisation, globalization, hegemony, discourse, space, antagonism, political, politics, temporality, beyond, mutation, rhizome, rhizomic, play, Laclau
Keyword [sv]
utbildning, UHU, miljöundervisning, utbildning för hållbar utveckling, hållbar utvecking, politik, policy, utbildningspolicy, globalisering, hegemoni, diskurs, antagonism, temporalitet, mutation, rhizome, spel, Laclau
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-229355ISBN: 978-91-554-8992-2 (print)OAI: oai:DiVA.org:uu-229355DiVA: diva2:736382
Public defence
2014-09-19, Bertil Hammersalen, von Kraemers Allé 1, Uppsala, 13:00 (English)
Opponent
Supervisors
Available from: 2014-08-28 Created: 2014-08-06 Last updated: 2014-09-08
List of papers
1. Globalisation and Education for Sustainable Development: Emancipation from context and meaning
Open this publication in new window or tab >>Globalisation and Education for Sustainable Development: Emancipation from context and meaning
2013 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 4, 477-498 p.Article in journal (Refereed) Published
Abstract [en]

This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD's ideological and globalising tendency. Further, the authors of this article argue for an alternative perspective on how education policy on ESD can be seen to contribute to globalisation and homogenisation by merging two conceptualisations of globalisation as connection' and the role of empty signifiers' in political discourse. The ambition with the merger is not to provide a universal explanation of globalisation and ideology, instead, the intention is to outline an alternative theoretical outlook that allows for an empirical study of the processes that can be seen to feed into or interrupt the preservation of hegemony in a global setting.

Keyword
education for sustainable development, environmental education, globalisation, discourse analysis, ideology, space
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-206986 (URN)10.1080/13504622.2012.709822 (DOI)000322754300005 ()
Available from: 2013-09-09 Created: 2013-09-09 Last updated: 2017-12-06
2. Globalisation and Education for Sustainable Development: Exploring the global in motion
Open this publication in new window or tab >>Globalisation and Education for Sustainable Development: Exploring the global in motion
2016 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 1, 1-20 p.Article in journal (Refereed) Published
Abstract [en]

The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations.

National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-225403 (URN)10.1080/13504622.2014.989960 (DOI)000370623300001 ()
Available from: 2014-06-03 Created: 2014-06-03 Last updated: 2017-12-05Bibliographically approved
3. Hegemony and the politics of policy making for education for sustainable development: A case study of Vietnam
Open this publication in new window or tab >>Hegemony and the politics of policy making for education for sustainable development: A case study of Vietnam
2016 (English)In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, no 2, 77-90 p.Article in journal (Refereed) Published
Abstract [en]

Assumptions are readily made about the global nature and discourse of education for sustainable development. This study challenges assumptions made about structural power as expressed through Education for Sustainable Development (ESD) policy and politics of education. Focusing on the concept of sustainable development (SD) and ESD, the research examined the culturally contextualized question: How should we understand the relationship between these policy concepts, structural power, hegemony and the hegemonic discourses that articulate them? A case analysis of the political and educational history of Vietnam is used to highlight how assumptions on the hegemonic potential of SD and ESD may or may not be appropriate, or adequate, for understanding that relationship at the depth required for critical purposes. The findings of a discourse analysis of relevant policy documents suggests the meanings of these concepts are not fully determined and cannot be seen as expressions of a determinable overall state of power relations or hegemony. Instead, they are suggestive of the limits of hegemonic power and allow for the emergence of a space of contestation. This space is at play in the political contestation of the meaning of SD and ESD in Vietnamese policy.

Keyword
status quo, hegemony, education, Vietnam, globalisation, globalization, policy, policy analysis, discourse analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-225404 (URN)10.1080/00958964.2015.1021291 (DOI)000372169000002 ()
Available from: 2014-06-03 Created: 2014-06-03 Last updated: 2017-12-05Bibliographically approved

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