08 SES 11 A, Democracy and Participation in an ESD perspective
Parallel Paper Session
The following study is an attempt to describe different perspectives to handle the political dimension in EE/ESD, within literature in the field of environmental education (EE) and education for sustainable development (ESD).
This paper deals with how the concept ‘political’ can be understood theoretically and utilised as an analytic tool in empirical research. The reason for doing this mapping is that we will in the future do empirical investigation of teaching and learning of the political in EE/ESD classroom. Thus, this mapping can be seen as a research overview for our future empirical research: what research has been done and how can one characterize this research? In the process of mapping we used a discourse analysis looking for similarities and differences according to the following question:
- How do the texts talk about the political?
- How do the texts talk about the role of the political in the meaning making process?
- What is, if any, the reasoning behind 1-2.
We perceive the ‘political’ as differences, e. g. different perspectives, opinions, values, interests etc. on issues that concerns the participants. Consequently the situation will lose it´s ‘political’ character if diverse opinions and perspectives become vague or indistinct.
The following study is an attempt to describe how different standpoints within literature in the field of environmental education (EE) and education for sustainable development (ESD) approach the political dimension. But it is also an attempt to see if there can be a fruitful contribution from the field of Educational Philosophy and Citizenship Education about the concept ‘political’, in order to see if there exists some perspective that is not visible within the field of EE/ESD.
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