Business as Un-Usual through Dislocatory Moments--Change for Sustainability and Scope for Subjectivity in Classroom Practice

Autor/in	Andersson, Pernilla
Titel	Business as Un-Usual through Dislocatory Moments--Change for Sustainability and Scope for Subjectivity in Classroom Practice
Quelle	In: Environmental Education Research, 24 (2018) 5, S.648-662 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andersson, Pernilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1320704
Schlagwörter	Sustainability; Teaching Methods; Educational Objectives; Educational Practices; Discourse Analysis; Epistemology; Secondary School Students; Environmental Education; Business Education; Foreign Countries; Attitude Change; Student Attitudes; Observation; Sweden + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Diskursanalyse; Erkenntnistheorie; Sekundarschüler; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wirtschaftserziehung; Wirtschaftspädagogik; Ausland; Attitudinal change; Einstellungsänderung; Schülerverhalten; Beobachtung; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01