Textbooks and Action Competence for Sustainable Development: An Analysis of Swedish Lower Secondary Level Textbooks in Geography and Biology

Autor/inn/en	Biström, Elin; Lundström, Ragnar
Titel	Textbooks and Action Competence for Sustainable Development: An Analysis of Swedish Lower Secondary Level Textbooks in Geography and Biology
Quelle	In: Environmental Education Research, 27 (2021) 2, S.279-294 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biström, Elin) ORCID (Lundström, Ragnar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1853063
Schlagwörter	Textbooks; Content Analysis; Secondary School Students; Biology; Science Instruction; Foreign Countries; Sustainable Development; Geography Instruction; Course Content; Correlation; Interdisciplinary Approach; Economic Factors; Social Influences; Problem Solving; Teaching Methods; Conflict; Ecology; Sweden + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Sekundarschüler; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Nachhaltige Entwicklung; Geography education; Geography lessons; Geografieunterricht; Kursprogramm; Korrelation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ökonomischer Faktor; Sozialer Einfluss; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Ökologie; Schweden
Abstract	This article examines the affordances and limitations of textbooks for promoting action competence for sustainable development. Based on a content analysis of Swedish lower secondary level textbooks in geography and biology, we investigated how content about sustainable development is organised and formulated, the ways its multidimensional character is described, and how conflicts relating to achieving sustainability are addressed. We found that for both subjects, textbooks provided a fair amount of content about sustainable development, but that relations between its ecological, economic and social dimensions and between different subjects are routinely underdeveloped. We also found that the content about sustainable development obscures complexities and conflicts that are crucial for understanding the challenges involved with achieving sustainability, and taking action. In conclusion, we argue that such textbooks substantially limit the potential for promoting action competence for sustainable development, i.e. through cross-curricular approaches and critically assessing problem-oriented actions at collective and individual levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01