Objectives

In a literature review of Norwegian research on sustainable development within education it was concluded that socioeconomic issues are emphasised less than environmental issues (Mellingen and Tollefsen, forthcoming). Similar findings are seen in research from Sweden and Finland showing that the economic dimension of the sustainable development (SD) concept is the dimension that receives the least attention in teaching about sustainable development (Berglund, 2020; Uitto & Saloranta, 2017). Socioeconomic issues and the economic dimension are part of what “development” in the “sustainable development” concept was meant to reflect. In their book “Towards sustainable development: on the goals of development and the conditions of sustainability” from 1999, Lafferty and Langhelle  argued that the “development” part was receiving less focus, a tendency they described as “disturbing” (p. 15). They understood “development” to speak to social justice and taking responsibility of how our actions affect those far away also within our own generation.

In an education context one could argue that some of these issues are covered in teaching outside the “sustainable development” context. Is it a problem then that it to a lesser extent is considered part of the SD concept?

The objective of the research project is to explore this question and also the possibilities and challenges of teaching about socioeconomic issues and the economic dimensions of the sustainable development concept. The following research questions will be addressed using an exploratory approach:

1. What reflections and concerns do primary education pre-service teachers bring forth concerning teaching about socioeconomic issues within a sustainable development context?
2. What can an exploration of didactical approaches to issues related to these issues and the economic dimension uncover in terms of possibilities and challenges?

An aim is to borrow didactical approaches both within the social sciences subject and others, and develop new ones, in order to encourage awareness and reflections regarding whether or not these issues belong to the SD concept, and what potential difference it makes in how we speak of the concept, if it does matter.

Theoretical framework

The project combines critical pedagogy and political ecology as theoretical frameworks. Critical pedagogy’s ambition of making oppressive structures visible (Giroux, 1997) is used to encourage asking questions of the status quo and being able to imagine other ways of envisioning futures. Political pedagogy (Benjaminsen & Svarstad, 2010) contributes with its interdisciplinary nature and its critical realism addressing the nexus between an objective reality and our different understandings of reality, exploring taken-for-granted truths of dominating narratives and the interests they serve.  

The data collection is to be conducted through teaching in the spring semester of 2021. Data collection is conducted during teaching through asking the students to share their thoughts using the survey app Menti, and through anonymous sharing of longer reflections into a shared document. Additionally, I will use content from an obligatory assignment as data. This assignment asks the students to choose a topic relevant to SD and the economic dimension and through sharing thoughts on what, how and why, they develop a didactical approach to this topic. The assignment will not be evaluated by me. At the end of the semester the students will be invited to participate in a focus group interview where they will be asked to reflect on the exploratory process and what they will take with them from being part of it. An essential part of this project is to reflect upon the role as teacher and researcher at the same time. By removing myself as evaluator of the obligatory assignment the aim is that the students do not feel that either contribution or interest in the project is being evaluated. By inviting to focus groups after the exam is finished, I hope this adds to this experience. The intention is that the students can feel like co-researchers, and as such I cannot judge their participation.

The pre-service teachers participating in this study have chosen a subdivision within the teacher education that prepares them for teaching in primary school. An expected outcome is therefore that the students will find the “transferal” process from how they are taught about concepts and topics, to how they themselves will teach, difficult. Though there is little research to gain experience from explicitly addressing approaching the economic dimension of sustainable development, it is possible to imagine that the issues being addressed in this research are considered challenging because they are experienced as political issues. It will be interesting to see if, and how, this will be addressed as a factor by the students.

Benjaminsen, T. A. & Svarstad, H. (2010). Politisk økologi: miljø, mennesker og makt Universitetsforlaget. Berglund, T. (2020). Student views of environmental, social and economic dimensions of sustainable development and their interconnectedness: A search for the holistic perspective in education for sustainable development Karlstads universitet. Giroux, H. A. (1997). Pedagogy and the Politics of Hope - Theory, Culture, and Schooling. United States of America: Westview Press - Perseus Books Group. Mellingen, Ø. K. & Tollefsen, I. (forthcoming) Sustainable development in Norwegian educational research – A literature review of the latest research – chapter in anthology Uitto, A. & Saloranta, S. (2017). Subject teachers as educators for sustainability: A survey study. Education Sciences, 7(1), 8.