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Per Sund
Department of Environmental and Life Sciences, Karlstad University, 65188 Karlstad, Sweden

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Journal article
Published: 08 June 2021 in Sustainability
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This study investigates functions of the concept of selective traditions by means of a qualitative systematic review synthesis of earlier research. The study is based on a review method for integrating qualitative studies and looks for “themes” in or across them. In this case, it is about how the identified publications (twenty-four in total) use the concept of selective traditions. All but two studies stem from the Swedish context. The selective traditions relate to teachers’ approaches to the content, methods and purposes of environmental and sustainability education (ESE). Teachers mainly work within one specific selective tradition. Seven different functions were found in the publications of which five are claimed to be valuable for the development of ESE teaching, while the other two functions are useful in monitoring changes and development in ESE teaching. The results are discussed in terms of the consequences for research, practice and teacher education aiming at offering suggestions on how to develop future (transformative) ESE teaching.

ACS Style

Per Sund; Niklas Gericke. More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept. Sustainability 2021, 13, 6524 .

AMA Style

Per Sund, Niklas Gericke. More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept. Sustainability. 2021; 13 (12):6524.

Chicago/Turabian Style

Per Sund; Niklas Gericke. 2021. "More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept." Sustainability 13, no. 12: 6524.

Articles
Published: 21 April 2020 in Environmental Education Research
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In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas’ contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.

ACS Style

Per Sund; Niklas Gericke. Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research 2020, 26, 772 -794.

AMA Style

Per Sund, Niklas Gericke. Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research. 2020; 26 (6):772-794.

Chicago/Turabian Style

Per Sund; Niklas Gericke. 2020. "Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers." Environmental Education Research 26, no. 6: 772-794.