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 ![]() | |
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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