Er der en whole school derude?
– Potentialer og barrierer i en whole school-tilgang til uddannelse for bæredygtig udvikling
DOI:
https://doi.org/10.7146/lup.v8i1.136156Nøgleord:
whole school-tilgang, uddannelse for bæredygtig udvikling, didaktik, grøn omstilling, systemisk tænkningResumé
[DK]
På trods af at whole school-tilgangen i en årrække har været promoveret i både policy og forskning som en produktiv tilgang til at arbejde med og udvikle uddannelse for bæredygtig udvikling, peger et igangværende casestudie på, at tilgangen tilsyneladende ikke er hverken særlig kendt eller brugt i den danske skole. Denne artikel præsenterer indledningsvis whole school-tilgangen og diskuterer dens sammenhæng med bæredygtig udvikling og med nogle af de udfordringer, casestudiet finder. Desuden undersøges forholdet mellem begrundelser, fagligt indhold og didaktik, når caseskolerne arbejder med bæredygtig udvikling. Studiet finder, at didaktikken står svagere end begrundelser og indhold, og argumenterer for, hvorfor den pædagogiske, didaktiske dimension er væsentlig i arbejdet med bæredygtig udvikling i et whole school-perspektiv. Afslutningsvis diskuteres forholdet mellem whole school-tilgangen som et policy, best practice-begreb og som en refleksiv ramme til at udvikle skole, der arbejder med, for og som bæredygtighed fra et systemisk perspektiv.
[UK]
Is there a Whole School out there?
– Potentials and barriers in a whole school approach to education for sustainable development
Despite the fact that the whole school approach has for a number of years been promoted in both policy and research as a productive approach to working with and developing education for sustainable development, an ongoing case study indicates that the approach is apparently neither well known nor used in the Danish school. This article initially presents the whole school approach and discusses its connection with sustainable development and with some of the challenges that the case study has going. In addition, the relationship between justifications, professional content and didactics is examined when the case schools work with sustainable development. The study finds that didactics are weaker than reasons and content and argues that the pedagogical, didactic dimension is essential in the work with sustainable development in a whole school perspective. In conclusion, the relationship between the whole school approach as a policy, best practice concept and as a reflexive framework for developing schools that work with, for and as sustainability from a systemic perspective is discussed.
Referencer
Ball, S. J. (1998). Big Policies/Small World: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119-130. https://doi.org/10.1080/03050069828225
Blake, J., Sterling, S., & Goodson, I. (2013). Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College. Sustainability, 5(12), 5347-5372. https://doi.org/10.3390/su5125347
Bosevska, J., & Kriewaldt, J. (2020). Fostering a whole-school approach to sustainability: learning from one school’s journey towards sustainable education. International research in geographical and environmental education, 29(1), 55-73. https://doi.org/10.1080/10382046.2019.1661127
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Breiting, S., Mayer, M., & Mogensen, F. (2005). Kvalitetskriterier for ESD-skoler : en guide til at fremme kvaliteten af uddannelse for bæredygtig udvikling : et dokument til international debat fra SEED og ENSI netværkerne. Austrian Federal Ministry of Education, Science and Culture, Dept. V/11c Environmental Education Affairs.
Carlsson, M. (2020). Uddannelse for bæredygtig udvikling som institutionel udviklingsproces. I J. A. Lysgaard & N. J. Jørgensen (red.), Bæredygtighedens Pædagogik – forskningsperspektiver og
eksempler fra praksis. Frydenlund Academic.
Carlsson, M., & Lysggard, J. A. (2020). Uddannelse for bæredygtig udvikling – fra politik til praksis. I J. A. Lysgaard & N. J. Jørgensen (red.), Bæredygtighedens Pædagogik – forskningsperspektiver og eksempler fra praksis. Frydenlund Academic.
Edge, J., & Richards, K. (1998). Why Best Practice Is Not Good Enough. TESOL Quarterly , Autumn, 32(3), Research and Practice in English Language Teacher Education.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational research review, 5(1), 1-24. https://doi.org/10.1016/j.edurev.2009.12.002
Epinion (2021). Undervisning i bæredygtighed på grundskoleområdet. Rapport v.1. https://epinionglobal.
com/ny-undersogelse-undervisning-i-baeredygtighed-pa-grundskoleomradet/
Gericke, N., & Torbjörnsson, T. (2022). Identifying capital for school improvement: recommendations for a whole school approach to ESD implementation. Environmental education research, 28(6), 803-825. https://doi.org/10.1080/13504622.2022.2045256
Gough, A. (2018). Sustainable Development and Global Citizenship Education: Challenging Imperatives. In (pp. 295-312). Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-59733-5_19
Hargreaves, L. G. (2008). The whole-school approach to eduation for sustainable development: From pilot projects to systemic change. Policy & practice (Centre for Global Education), 6, 69-74.
Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable schools programs. Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Department of Environment and Heritage, Australian Government., Issue.
Holst, J. (2022). Towards coherence on sustainability in education: a systematic review of Whole Institution Approaches. Sustainability Science. https://doi.org/10.1007/s11625-022-01226-8
Illeris, K. (2016). Læring i bæredygtighed – et opgør med konkurrencestaten. I J. Holten-Andersen, Richter, M. H., Jensen, A. (red.), Livet efter væksten – samfundsvisioner i en omstillingstid. Hovedland.
Jensen, B. B., & Schnack, K. (2006). The action competence approach in environmental education.
Environmental education research, 12(3-4), 471-486. https://doi.org/10.1080/13504620600943053
Jickling, B., & Wals, A. E. J. (2012). Debating Education for Sustainable Development 20 Years after Rio: A Conversation between Bob Jickling and Arjen Wals. Journal of education for sustainable development, 6(1), 49-57. https://doi.org/10.1177/097340821100600111
Lotz-Sisitka, H., Mukute, M., Chikunda, C., Baloi, A., & Pesanayi, T. (2017). Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts. International review of education, 63(6), 897. https://doi.org/10.1007/s11159-017-9689-3
Lotz-Sisitka, H., Wals, A. E. J., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction.
Current opinion in environmental sustainability, 16, 73-80. https://doi.org/10.1016/j.cosust.2015.07.018
Læssøe, J. (2020). Dynamisk samspilstænkning. I J. A. Lysgaard & N. J. Jørgensen (red.), Bæredygtighedens pædagogik – forskningsperspektiver og eksempler fra praksis Frydenlund Academic.
Mathar, R. (2015). A Whole School Approach to Sustainable Development: Elements of Education for Sustainable Development and Students’ Competencies for Sustainable Development. I R. Jucker, & R. Mathar (red.), Schooling for Sustainable Development in Europe (s. 15-30). Springer International Publishing. https://doi.org/10.1007/978-3-31909549-3_2
Mathie, R., & Wals, A. (2022). Whole School Approaches to Sustainability: Exemplary Practices from around the world.
Mogensen, F., & Schnack, K. (2010). The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environmental education research, 16(1), 59-74. https://doi.org/10.1080/13504620903504032
Mogren, A. (2019). Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations: Investigating Whole School Approaches through a School Improvement Lens. Doktordisputats.
Mogren, A., & Gericke, N. (2019). School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective. Sustainability, 11(12). https://doi.org/10.3390/su11123343
Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental education research, 25(4), 508-531. https://doi.org/10.1080/13504622.2018.1455074
Nordisk Ministerråd, Jónsson, Ó. P., & Guðmundsson, B. (2021). Mapping Education for Sustainability in the Nordic Countries (TemaNord 2021:511, Issue. N. Ministerråd. https://pub.norden.org/temanord2021-511/#
Ojala, M. (2016). Facing Anxiety in Climate Change Education: from Therapeutic Practice to Hopeful Transgressive Learning. Canadian journal of environmental education, 21, 41.
Shallcross, T., & Robinson, J. (2008). Sustainability Education, Whole School Approaches, and Communities of Action. I A. Reid, B. B. Jensen, J. Nikel, & V. Simovski (red.), Participation and Learning (s. 299-320). Springer Netherlands. https://doi.org/10.1007/978-1-4020-6416-6_19
Shank, G. (2008). Abductive strategies in educational research. The American Journal of Semiotics, 5(2), 275-290.
Sterling, S. (2003). Whole System Thinking as a Basis for Paradigm Change in Education. Explorations in the Context of Sustainability. University of Bath.
UNESCO (2014). Shaping the future we want: UN decade of education for sustainable development (2005–2014). Final Report.
UNESCO (2017). Education for Sustainable Development Goals - Learning Objectives. Paris, France: UNESCO Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247444/PDF/247444eng.pdf.multi
Wals, A. E. J. (2019). Sustainability-oriented ecologies of learning: A response to systemic global dysfunction. I R. Barnett & Jackson, N. (red.), Ecologies for Learning and Practice: Emerging Ideas, Sightings, and Possibilities. Routledge.
Wals, A. E. J., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European journal of education, 52(4), 404-413. https://doi.org/10.1111/ejed.12250
Öhman, J., & Sund, L. (2021). A Didactic Model of Sustainability Commitment. Sustainability, 13(6). 3083. https://doi.org/10.3390/su13063083
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright (c) 2023 Forfatter og tidsskrift
Dette værk er under følgende licens Creative Commons Navngivelse –Ikke-kommerciel (by-nc).
Studier i læreruddannelse og -profession modtager kun manuskripter som ikke tidligere har været publiceret i nordiske tidsskrifter og ikke er samtidigt er indsendt til andre tidsskrifter.
Forfattere giver tidsskriftet ret til første publicering og bevarer deres ophavsret.
Udgivne artikler er omfattet af Creative Commons licens CC BY-NC-ND. By (navngivning), NC, (non commerical), ND (no derivatives). Den tillader alene spredning af værket til offentligheden, dvs. downloade og dele dem med andre, så længe dit værk krediteres, ikke ændres eller anvendes komercielt. https://creativecommons.org/share-your-work/).
