This paper explores how pedagogies of place can support an analysis of the connections between people, places, and communities by including pedagogical and ecological discourses in a specific time and space in Denmark - The Travelling High School Tvind in the 1970s.

Grünewald (2003) describes five "dimensions of place" that can shape the development of a socio-ecological, place-conscious education: (a) the perceptual, (b) the sociological, (c) the ideological, (d) the political and (e) the ecological. Warren (2000) states that human beings must (a) examine the impact of places on culture and identity, and (b) embrace our political roles.

The case study examines the educational ethos and the conceptualisation of pedagogical actions and the concept action competence.

Tvind began (1970) near the village of Ulfborg (2000 inhabitants) on Denmark's west coast by the North Sea. A small group of young teachers settled there to live collectively and with a shared economy when they set up a state-funded folk high school. They were pioneers in social development, education and sustainable environmental projects. (Today the Teachers' Group has hundreds of members in several countries). Tvind Folk High School became internationally known in the 70s through this construction. It proved to be significant not only for the wind turbine industry, but also for the wider environmental discourse. The case highlights a close and complex relationship between environmental activism, pedagogy and the development of agency.

Special emphasis was placed on developing international solidarity with the working class through direct experience. Young Danes were sent to Third World countries, thus turning the folk high school into an international, globalised forum for dealing with Third World problems and power. At that time Tvind's pedagogy was inspired by Maoism and its strong focus on manual labour and material production based on solidarity with the people.

Environmental problems have been on the agenda since the 1960s and 1970s. Education for Sustainable Development (ESD) is therefore a complex concept. The concept: Action competence is central to the field. It is defined as a personal capacity that encompasses more than the intellectual-cognitive domain and is a pedagogical and ethical challenge, as it involves the will to act. The concept is ideologically influenced by German critical theory (Oscar Negt (1964) (2019) (including inspiration from C. Wright Mills concept of sociological imagination) as well as W. Klafki (1983/1959).(Breiting et al, 2009).

The intention is to foster democratic and action-oriented citizens. It involves the whole personality, including many of the mental capacities and dispositions. (Mogensen, 1995). Ideland, M., clams the notion of action competence inscribes standards for what is to be thought and acted, experienced and felt.( Ideland, M, 2016.) ESD is discussed as a top-down directive promoting an indoctrinating education (Hasslöf, H. Ekborg, M and Malmberg, 2013) (Jickling, 2003) (Jickling and Wales, 2008) ( Ideland, M, 2016.) as action and behaviour change appear as imperatives within a sustainability discourse.

From a democratic perspective, the extent to which citizens see themselves as potential actors in societal development may be of paramount importance (Kollmuss, A (2002)).

If eco-politics requires a new political subject that can, among other things, realise the notion of freedom without abundance and integrate ecological materiality into a democratic and emancipatory politics, it is necessary to develop some common competences for action. (Charbonnier, P (2021). Scholars argue the need for a new ecological class directed against the production horizon to sustain the planet (Latour, B & Schultz, N. 2022).

The intention is to find out which dominant pedagogical ideas have been shaped by and emerge from specific contemporary ideals and rhetoric in Tvind. The general assumption is that social structures, cultural beliefs, norms and ideologies influence and define people's emotional experiences and expressions, with implications for the development of action competence and, in particular, students' willingness to act. This will be explored through document analysis and historical descriptions of students' and teachers' experiences of Tvind, including contemporary descriptions in the form of biographies, teaching materials, etc. More recent secondary sources on Tvind have been published as there has been renewed interest in the charismatic leader, Amdi Petersen, and his innovative achievements over time. It's a challenge to research Tvind because it is a very closed society. Several sources directly from Tvind show a clear desire to present the pedagogy as attractive and progressive, while other sources from former teachers make it clear that Tvind was (and is) a very closed community, operating almost as a cult. (Rasmussen, B. (1996)( Stein, A (2021)( La Cour, H.(2002)( Skyum-Nielsen, R & Lindhardt, T (2022)) Methodologically, the research is inspired by the theories of ecofeminists Warren (2002) and Grünewal (2003) to explore the complex relationship between place, identity and culture and in particular the ideological dimension - place is productive as a framework because it occupies the space between grounded materiality and the discursive space of representation and generates conversations across disciplinary boundaries, conversations that have become imperative when addressing questions about the relationship between social and ecological systems. Koselleck also emphasises that history is produced by people making use of the internal interplay between past interpretations, present understandings and future expectations - between the space of experience and the horizon of expectation. Thus, historical consciousness also refers to the fact that people are both makers and shapers of history. It is a historical case-study analysis, limited to a specific place at a specific time. It is a thick description that includes many types of data and data sources to identify the discourse of contemporary pedagogical theories in action.

The historical analyses show how shared understanding co-ordinates and directs action, linked to the intention to act at a particular time and place, revealing a complex relationship between capacity and willingness to act. The case study highlights a close and complex relationship between environmental political activism, pedagogy, and the development of agency. At the time, the construction of the turbine became a manifesto in defence of renewable energy and was part of a growing popular opposition to A-Power and a new environmental movement that subsequently had a decisive influence on environmental policy in Denmark. The environmental movement at that time questioned the ability of the current capitalist/industrial social system to solve environmental, pollution and resource problems. But to mobilise the public, proactive behaviour is needed, such as the development of sustainable solutions, wind and solar technology being promised as an alternative to nuclear power plants. The historical analysis of these intentions suggests that students' action competence is shaped by the communities in which it is developed, and therefore depends on how one's own and others' perspectives are reconciled within the community framework. From a perspective of identity politics and self-formation, this suggests that it can be very important what self-understandings and discourses are available and how they are absorbed, shared, and transformed by actors in a particular time and space. The notion of solidarity with the people, anti-materialism and a solution-oriented approach was a dominant discourse. The common and the collective was a dominant framework. An ideal Tvind student was frugal and hardworking, willing to follow rules and collective orders, sacrifice privacy, and at the same time shared confidence and faith, and at the same time was able to solve even complex problems without being given a how-to manual. (Lund, B. (2020)

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