Unfolding Education for Sustainable Development as Didactic Thinking and Practice

Katrine Dahl Madsen
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Katrine Dahl Madsen: Department of Education, Aarhus University, Tuborgvej 164, Copenhagen NV 2400, Denmark

Sustainability, 2013, vol. 5, issue 9, 1-12

Abstract: This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form the analytical foundation; thus, it is the practices as seen from the ‘inside’. Furthermore, ESD practices are considered in a broader societal perspective, pointing to the critical power of the practice lens.

Keywords: education for sustainable development; teaching practices (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2013
References: View complete reference list from CitEc
Citations: View citations in EconPapers (10)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:5:y:2013:i:9:p:3771-3782:d:28548

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