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Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching

Author

Listed:
  • Per Gyberg

    (Department of Thematic Studies—Environmental Change, Linköping University, S-581 83 Linköping, Sweden)

  • Jonas Anshelm

    (Department of Thematic Studies—Technology and Social Change, Linköping University, S-581 83 Linköping, Sweden)

  • Jonas Hallström

    (Department of Behavioural Sciences and Learning—Division of Learning, Aesthetics, Natural Science, Linköping University, S-581 83 Linköping, Sweden)

Abstract

The aim of this article is to investigate how Swedish teachers manage the uncertainty and complexity associated with sustainable development (SD) as a field of knowledge, in relation to the requirements in the school curriculum. Underlying the whole concept of sustainable development is the vision that there is a possible solution to the ecological, economic and social problems created by humans. However, it is not so clear what this solution actually means in practice. The article builds on an analysis of transcribed individual and group interviews with 40 teachers at Swedish lower and upper secondary schools, related to the topic of sustainable development as a field of knowledge. A thematic analysis was carried out by identifying four broad themes, including dominating discourses. The results indicate that there is a lack of vision among the teachers for a future sustainable society, while at the same time, it seems to be taboo to talk about what an unsustainable society might mean in the long run. Presentations of the problems and knowledge of what causes them must always be combined with instructions on how problems can be solved and how pupils can influence their own future and help create sustainable development. The starting point for such a solution-oriented approach to SD is based on an assumption that individual behaviour is essential to achieving sustainable development and thus that individual responsibility is crucial. This focus leads to individual consumer choices, behaviours and lifestyles at the heart of teaching, while progressive, alternative visions and critical perspectives are downplayed.

Suggested Citation

  • Per Gyberg & Jonas Anshelm & Jonas Hallström, 2020. "Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching," Sustainability, MDPI, vol. 12(19), pages 1-12, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8271-:d:424977
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    References listed on IDEAS

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    1. Karin Skill & Per Gyberg, 2010. "Framing Devices in the Creation of Environmental Responsibility: A Qualitative Study from Sweden," Sustainability, MDPI, vol. 2(7), pages 1-18, June.
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    Cited by:

    1. María Ángeles García-Fortes & Unai Ortega-Lasuen & Patricia Esteve-Guirao & Oihana Barrutia & Ana Ruiz-Navarro & Daniel Zuazagoitia & Magdalena Valverde-Pérez & José Ramón Díez & Isabel Banos-González, 2024. "Are Future Teachers Involved in Contributing to and Promoting the Reduction of Massive Waste Generation?," Sustainability, MDPI, vol. 16(17), pages 1-19, September.
    2. Ola Uhrqvist & Lisa Carlsson & Ann-Sofie Kall & Therese Asplund, 2021. "Sustainability Stories to Encounter Competences for Sustainability," Journal of Education for Sustainable Development, , vol. 15(1), pages 146-160, March.

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