| Reference : Calling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism |
| Parts of books : Contribution to collective works | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/20492 | |||
| Calling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism | |
| English | |
| Ideland, Malin [] | |
Tröhler, Daniel  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| 2015 | |
| Trajectories in the Development of Modern School Systems: Between the National and the Global | |
| Tröhler, Daniel | |
| Lenz, Thomas | |
| Routledge | |
| Studies in Curriculum Theory | |
| 199-212 | |
| Yes | |
| 1138903485 | |
| New York | |
| NY | |
| [en] world culture theory ; Sweden ; sustainabiltiy ; environmentalism ; exceptionalism | |
| [en] This chapter explores to what extent the global agenda of Education for Sustainable Development (ESD) is an imagined global agenda or, in fact, an extrapolated cultural agenda imposing culturally-imprinted views of the world as a whole, including the framing of its bearers (the sustainable eco-citizen). Two questions are of interest here: How did environmentalism become simultaneously globalized and educationalized issues? What happens when this practice, justified as a global movement, is translated in a specific national culture? We illustrate this by referring to the example of WWF and WWF teaching materials for ESD that were developed in the specific Swedish context. | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/10993/20492 |
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