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Environmental Education Research Volume 18, 2012 - Issue 2
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Articles

It takes two to tango: studying how students constitute political subjects in discourses on sustainable development

Iann Lundegård Department of Mathematics and Science Education, Stockholm University, Stockholm, SwedenCorrespondence[email protected]
&
Per-Olof Wickman Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden
Pages 153-169 | Received 11 Feb 2008, Accepted 17 May 2011, Published online: 24 Jun 2011

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Ásgeir Tryggvason, Johan Öhman & Katrien Van Poeck. (2023) Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research 0:0, pages 1-26.
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Jan Cincera, Petra Simonova, Roman Kroufek & Bruce Johnson. (2020) Empowerment in outdoor environmental education: who shapes the programs?. Environmental Education Research 26:12, pages 1690-1706.
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Tanja Tillmanns. (2020) Learning sustainability as an effect of disruption. Environmental Education Research 26:1, pages 14-26.
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Nicklas Lindgren & Johan Öhman. (2019) A posthuman approach to human-animal relationships: advocating critical pluralism. Environmental Education Research 25:8, pages 1200-1215.
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Peter Sutoris. (2019) Politicising ESE in postcolonial settings: the power of historical responsibility, action and ethnography. Environmental Education Research 25:4, pages 601-612.
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Michael Håkansson & Leif Östman. (2019) The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research 25:4, pages 585-600.
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Michael Håkansson, David O. Olof Kronlid & Leif Östman. (2019) Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches. Environmental Education Research 25:1, pages 6-32.
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Lydia Kater-Wettstädt. (2018) How secondary-school students deal with issues of sustainable development in class. Environmental Education Research 24:11, pages 1565-1580.
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Thomas Block, Gert Goeminne & Katrien Van Poeck. (2018) Balancing the urgency and wickedness of sustainability challenges: three maxims for post-normal education. Environmental Education Research 24:9, pages 1424-1439.
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Katrien Van Poeck, Arjen E. J. Wals & Ariane König. (2018) Environmental and sustainability education in the Benelux region. Environmental Education Research 24:9, pages 1229-1233.
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Katrien Van Poeck & Leif Östman. (2018) Creating space for ‘the political’ in environmental and sustainability education practice: a Political Move Analysis of educators’ actions. Environmental Education Research 24:9, pages 1406-1423.
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Maarten Crivits, Michiel P. M. M. de Krom, Thomas Block & Joost Dessein. (2018) Using policy discourses to open up the conceptual space of farm education: inspiration from a Belgian farm education network. Environmental Education Research 24:9, pages 1320-1339.
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Nanna Jordt Jørgensen, Katrine Dahl Madsen & Jeppe Læssøe. (2018) Waste in education: the potential of materiality and practice. Environmental Education Research 24:6, pages 807-817.
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Hanna Hofverberg & Ninitha Maivorsdotter. (2018) Recycling, crafting and learning – an empirical analysis of how students learn with garments and textile refuse in a school remake project. Environmental Education Research 24:6, pages 775-790.
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Pernilla Andersson. (2018) Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice. Environmental Education Research 24:5, pages 648-662.
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Iann Lundegård. (2018) Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education. Environmental Education Research 24:4, pages 581-592.
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Irida Tsevreni. (2018) The ignorant environmental education teacher: students get empowered and teach philosophy of nature inspired by ancient Greek philosophy. Environmental Education Research 24:1, pages 67-79.
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Nicola Walshe. (2017) An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry. Environmental Education Research 23:8, pages 1130-1149.
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Dina Zoe Belluigi & Georgina Cundill. (2017) Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research 23:7, pages 950-971.
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Helen Hasslöf, Iann Lundegård & Claes Malmberg. (2016) Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?. International Journal of Science Education 38:2, pages 259-275.
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Helen Hasslöf & Claes Malmberg. (2015) Critical thinking as room for subjectification in Education for Sustainable Development. Environmental Education Research 21:2, pages 239-255.
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Katrien Van Poeck, Joke Vandenabeele & Hans Bruyninckx. (2014) Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders. Environmental Education Research 20:5, pages 695-717.
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Louise Sund & Johan Öhman. (2014) On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus. Environmental Education Research 20:5, pages 639-659.
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Cecilia Caiman & Iann Lundegård. (2014) Pre-school children’s agency in learning for sustainable development. Environmental Education Research 20:4, pages 437-459.
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Johan Öhman & Marie Öhman. (2013) Participatory approach in practice: an analysis of student discussions about climate change. Environmental Education Research 19:3, pages 324-341.
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Articles from other publishers (11)

Cecilia Dudas, Carl-Johan Rundgren & Iann Lundegård. (2022) Exploratory Considerations in Chemistry Education—Didactic Modelling for Complexity in Students’ Discussions. Science & Education 32:2, pages 481-498.
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Thomas Block, Charlotte Prové, Michiel Dehaene, Peter Vanden Abeele & Luce Beeckmans. (2022) Understanding urban sustainability from Mode 2 Science and transdisciplinary education: how Master Thesis Ateliers of the Ghent Stadsacademie tackle wicked issues. Environment, Development and Sustainability.
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Katrien Van Poeck & Leif Östman. (2020) The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach. Journal of Philosophy of Education 54:4, pages 1003-1018.
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Liv Torunn Grindheim, Yvonne Bakken, Kjellrun Hiis Hauge & Marianne Presthus Heggen. (2020) Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions. ECNU Review of Education 2:4, pages 374-395.
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Cecilia Caiman & Iann Lundegård. (2017) Young children’s imagination in science education and education for sustainability. Cultural Studies of Science Education 13:3, pages 687-705.
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Juha Hämäläinen & Pasi Matikainen. (2018) Mechanisms and Pedagogical Counterforces of Young People’s Social Exclusion: Some Remarks on the Requisites of Social Sustainability. Sustainability 10:7, pages 2166.
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Michael Håkansson, Leif Östman & Katrien Van Poeck. (2017) The political tendency in environmental and sustainability education. European Educational Research Journal 17:1, pages 91-111.
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Helen Hasslöf & Iann Lundegård. 2018. Cultural, Social, and Political Perspectives in Science Education. Cultural, Social, and Political Perspectives in Science Education 69 74 .
Katrien Van Poeck & Joke Vandenabeele. (2014) Education as a response to sustainability issues. European Journal for Research on the Education and Learning of Adults 5:2, pages 221-236.
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IANN LUNDEGÅRD & KARIM M. HAMZA. (2014) Putting the Cart Before the Horse: The Creation of Essences out of Processes in Science Education Research. Science Education 98:1, pages 127-142.
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Per Sund & Jonas Lysgaard. (2013) Reclaim “Education” in Environmental and Sustainability Education Research. Sustainability 5:4, pages 1598-1616.
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