Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
Bibliographic Data
| ID | 12525971 |
|---|---|
| Authors | Pernilla Andersson (0000-0002-0045-1587, Södertörn University, corresponding author) |
| Year | 2017 |
| Volume | 24 |
| Issue | 5 |
| Pages | 648-662 |
| Publication date | 2017-04-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2017.1320704 |
| OpenAlex | W2608082375 |
| Language | EN |
| Citations received | 5 |
| References cited | 35 |
This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals
Engineering ethics · Environmental education · Epistemology · Pedagogy · Scope (computer science · Sociology · Subjectivity · Sustainability · Computer Science · Engineering · Environmental Education and Sustainability · Innovative Education and Learning Practices · Philosophy · Sustainability in Higher Education
Equipped for responsibility? Discursive resources in business education for sustainability – an analytical tool
Sustainability and sustainable development goals in business higher education research
Combining the ‘why’ and ‘how’ of teaching sustainability
Moral impasses in sustainability education? Empirical results from school geography in Austria and Germany
The political dimension of consuming animal products in education
Beautiful Risk of Education
Learning from the Other
Sustainable Development and Learning
Capital in the Twenty-First Century
Good education in an age of measurement
Learning as discourse change
Globalization and environmental education
Poststructuralism and After
Critical thinking as room for subjectification in Education for Sustainable Development
Participatory approach in practice
The creative use of companion values in environmental education and education for sustainable development
Logics of business education for sustainability
The UN Decade of Education for Sustainable Development
The role of knowledge in participatory and pluralistic approaches to ESE
Learning from sustainable development
Education for sustainable development and normativity
Environmental education in a neoliberal climate
Between knowing what is right and knowing that is it wrong to tell others what is right
Pluralism in practice – experiences from Swedish evaluation, school development and research
Globalisation and education for sustainable development
Pre-school children’s agency in learning for sustainable development
Metaphors of nature and development
It takes two to tango
Rethinking Emancipation, Rethinking Education
The Beautiful Risk of Education
Governmental, Political and Pedagogic Subjectivation
Democratic Identification
Education for sustainable development (ESD)
Sustaining the unsustainable
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |