Fagfornyinga gir i utgangspunktet meir fleksible rammer for skulen og læraren til å formidle fleirfaglege problemstillingar enn kva det var rom for i Kunnskapsløftet (LK06). Dei to rapportane til Ludvigsen-utvalet (NOU 2014: 7; NOU 2015: 8) og den påfølgande Stortingsmelding 28 (Meld. St. 28 (2015–2016)) var tydelege på at fagovergripande tematikkar, slik som berekraft, treng å løftast ut av fagsiloar for å fremje heilskapleg forståing. Berekraft var i kunnskapsløftet LK06 lite systematisk implementert i samfunnsfaget. Sinnes (2015, s. 18) understrekar at sjølv om opplæringslova og LK06 forpliktar til å utdanne om berekraft, så har ambisjonane om dette hatt avgrensa gjennomslagskraft. Tollefsen (2017) har gjennom analysar av læreplanar og intervju av lærarar illustrert at undervising om berekraft i LK06 er fragmentert i både læreplan og i samfunnsfagundervisinga i grunnskulen, og at det har vore utfordrande å operasjonalisere god undervising om berekraft.

The purpose of the article, which is a comparative study, is to explore climate change discourses in South African and Norwegian geography textbooks by addressing the following questions: What policy discourses of climate change can be identified in the textbooks? How is the climate change content of geography textbooks influenced by predominant discourses in society? The authors assert that problems and solutions to climate change in textbooks are influenced by dominant discourses of climate change in society. Despite expecting to find a strong emphasis on ecological modernization and a win-win discourse in the Norwegian context, and perhaps a stronger focus on civic environmentalism and global injustice in the South African context, their findings reflected that for both countries, textbooks predominantly leaned towards belief in international agreements and green governmentality. Some emphasis was placed on ecological modernization, particularly in South Africa, while civic environmentalism and global injustice perspectives were marginal and lacked context. The overlapping nature of perspectives identified in the textbooks also demonstrated the complexity of identifying problems and solutions connected to climate change. The authors conclude that political ecology can offer a consistent didactical framework to examine the diversity of interests, perspectives and ‘stories’ about climate change at different scales.

Education for sustainable development (ESD) has been afforded a larger presence in the recent revision of the Norwegian social studies syllabus, yet few specific challenges are mentioned. While the concept now appears more important in terms of increased presence, the classroom implementation becomes a matter for teachers to choose and define. Consequently, teacher education programs hold a significant responsibility in equipping future teachers with a solid professional foundation to make informed choices. This study examines how a cohort of teacher students perceive the role of social studies in contributing to ESD and how these perceptions could influence the approach of teacher educators in addressing sustainable development within social studies edu­cation. Our analysis is based on group interviews with social studies teacher students (N=21) and teacher student inputs (N=7) provided through the digital tool Mentimeter during seminar. The informants expressed a broad range of relevant topics, skills and perspectives, emphasizing the inherent complexity of the SD concept. This complexity was addressed both explicitly and implicitly through the diverse topics and consider­ations encompassed within social studies. We interpret that the students envision what we term a “safe pluralistic space”, wherein diverse perspectives are presented, allowing students to explore and formulate their own opinions. Based on this empirical case, we discuss ways to work explicitly with the multitude of perspectives, topics and methods of ESD in social studies teacher education.

This study examines the progress and challenges in the democratic landscape of Africa within the framework of the Africa Agenda 2063 (hereafter AA2063). Initiated in 2013, the Agenda signifies Africa’s commitment to an integrated, prosperous, and peaceful continent. Despite these aspirations, Africa faces persistent challenges, including political instability, socio-economic inequalities, and health crises. This study triangulates data from Afrobarometer public perception surveys, Varieties of Democracies expert insights, and the Ibrahim Index of African Governance to provide a broad understanding of the ten-year trend in democratic governance in Africa. The study found an increased demand for democracy, contrasted with a continuous decline in the supply of democracy. The study observed that, based on the average democratic performance over the decade, measured at 45% using V-Dem indices and 44% using IIAG percentage, Africa needs to score more than twice the current performance every year to align with the democratic aspirations of AA2063. This study underscores the need for targeted reforms to bridge the gap between current democratic performance and the envisioned goals of AA2063. It identifies key areas for improvement, including the separation of powers and checks and balances, citizens’ active participation, accessibility to state-owned media, and the independence of election monitoring bodies.

3 LIMINAL BUT OMNIPOTENT Thesen & Co. – Norwegian Migrants in the Cape Colony was published in Navigating Colonial Orders on page 79.