Medborgarskap, sociala värderingar och etik i utbildning för hållbar utveckling
Citizenship, social values and ethics in sustainability education
Om litteraturlistan
Andersson, K. (2017). Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environmental Education Research, 23 (3), 436-449.Â
Andersson, K., Börjesson, M., & Larsson, K. (2023). Powerful Knowledge and the 2017 Swedish National Test in Religious Education. Social 91̽»¨s,Ìý12(10), 533.
Andreotti, V. D. O. (2021). The task of education as we confront the potential for social and ecological collapse. Ethics and Education,Ìý16(2), 143-158.
Bardi, A. & Goodwin, R. (2011). The dual route to value change: individual processes and cultural moderators. J Cross Cult Psychol 42:271–287.Ìý
Biesta, Gert J. (2009). What Kind of Citizenship for European Higher Education? Beyond the Competent Active Citizen, European Educational Research Journal Volume 8 Number 2 2009, 146 – 158,
Biesta, Gert J. (2015). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism, European Journal of Education. Research, Development and Policy, v50 n1 p75-87 Mar 2015, Wiley Online Library,
Biesta, G. (2021). World-centred education: A view for the present. Routledge.
Cheah, P. (2006). Cosmopolitanism. Theory, culture & society, 23(2-3), 486-496.
Franck, O. & Osbeck, C. (2017). (Eds): Ethical Literacies and Sustainable Development: Young People, Subjectivity and Democratic Participation, London: Palgrave/Macmillan. (Selected chapters.)
Franck, O. (2017). Highlighting Ethics, Subjectivity and Democratic Participation in Sustainability Education: Challenges and Contributions, in Franck, O. & Osbeck, C. (2017).(Eds): Ethical Literacies and Sustainable Development: Young People, Subjectivity and Democratic Participation, London: Palgrave/Macmillan, 1 – 17.
Franck, O., & Osbeck, C. (2016). Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): Storytelling as a method within sustainability didactics. Education 3-13, 1-10.
Franck, O. (2023). Powerful Knowledge as a Conceptual Frame for Teaching Controversial Issues in Ethics and Values Education in Social Studies Subjects, Social 91̽»¨s 2023, 12(11), 619;
Frandy, T. (2018). Indigenizing Sustainabilities, Sustaining Indigeneities: Decolonization, Sustainability, and Education. Journal of Sustainability Education, 18 (March).
Gericke, N., Hudson, B., Olin-Scheller, C. and Stolare, M. (2018) ‘Powerful knowledge, transformations and the need for empirical studies across school subjects’. London Review of Education, 16 (3): 428–444. DOI
Hiedenpää, J., Jokinen, A., & Jokinen, P. (2012). Making sense of the social: human-nonhuman constellations and the wicked road to sustainability. Sustainability: 91̽»¨, Practice and Policy 8(1): 40-49, DOI:10.1080/15487733.2012.11908083.
Ideland, M. & Malmberg, C. (2015) Governing ‘eco-certified children’ through pastoral power: Critical perspectives on education for sustainable development, Environmental Education Research, 21(2), 173-182.
Ives, C.D. & Kendal, D. (2014). The role of social values in the management of ecological systems. J Environ Manag 144°ä:67–72.Ìý
Jickling, B. (1994). Why I don't want my children to be educated for sustainable development: Sustainable belief. Trumpeter, 11 (3), 114-116.
Kameniar, B., Windsor, S., & Sifa, S. (2014). Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education. The Australian Journal of Indigenous Education, 43(2), 113-120. doi:10.1017/jie.2014.27
Kaukko, M., Kemmis, S., Heikkinen, H.L.T., Kiilakoski, T. & Haswell, N. (2021): Learning to survive amidst nested crises: can the coronavirus pandemic help US change educational practices to prepare for the impending eco-crisis? Environmental Education Research, DOI: 10.1080/13504622.2021.1962809
Keto, S., & Foster, R. (2020). Ecosocialization – an Ecological Turn in the Process of Socialization. International Studies in Sociology of Education, Published online: 04 Dec 2020. doi:10.1080/09620214.2020.1854826
Klain S.C., Olmsted, P., Chan, KMA & Satterfield, T (2017). Relational values resonate broadly and differently than intrinsic or instrumental values, or the new ecological paradigm. PLoS One 12:±ð0183962.Ìý
Knutsson, B., Bylund, L., Hellberg, S., & Lindberg, J. (2024). Education for Sustainable Development in an Unequal World: Biopolitics, Differentiation and Affirmative Alternatives (1 ed.). Bristol University Press. (selected chapters)
Loonstra, T., Tassone, V. C., Robaey, Z., & den Brok, P. (2024). The foundations and applications of teaching environmental problems: paradigms, learning domains, worldviews, and how they interact. Environmental Education Research, 1–17.
McKenzie, S. (2004). Social sustainability: Towards some definitions. Hawke Research Institute Working Paper Series No 27. Hawke Research Institute University of South Australia, Magill, South Australia.
Mouffe, C. (2008) Politics, democratic action, and solidarity, Inquiry An Interdisciplinary. Journal of Philosophy, Volume 38, 1995 - Issue 1-2,
Muller, J., & Young, M. (2019). Knowledge, power and powerful knowledge re-visited. The Curriculum Journal. doi:10.1080/09585176.2019.1570292
Murphy, K. (2012). The social pillar of sustainable development: a literature review and framework for policy analysis. Sustainability: 91̽»¨, Practice & Policy 8 (1), 15-29.
Nussbaum, M.C. (2011). Creating capabilities. The Human Development Approach. Cambridge: The Belknap Press. (Selected chapters.)
Nussbaum, M.C. (2003). Capabilities as Fundamental Entitlements: Sen and Social Justice. Feminist Economics 9(2-3), 33–59.
O´Connor, J. (1994). Does a global village warrant a global ethic? (An Analysis of A Global Ethic, the Declaration of the 1993 Parliament of the World's Religions). Religion 24(2), 155– 164.
Osbeck, C. (2017). Discourses of Available and Sustainable Lives: Ethical Literacy Offered to Tweens Through Fiction Reading, in Franck, O. & Osbeck, C. (2017).(Eds): Ethical Literacies and Sustainable Development: Young People, Subjectivity and Democratic Participation, London: Palgrave/Macmillan 55 – 72.
Ostrom, E. (2010). Polycentric systems or coping with collective action and global environmental change. Global Environmental Change 20, 550-557.
Pedersen, H., Windsor, S., Knutsson, B., Sanders, D., Wals, A., & Franck, O. (2021). Education for sustainable development in the ‘Capitalocene’. Educational Philosophy and Theory, 1-4. doi:10.1080/00131857.2021.1987880
Phillips, L. (2010). Social justice storytelling and young children’s active citizenship. Discourse: Studies in the Cultural Politics of Education, 31(3), 363–376.
Reid, A. (2019) Climate change education and research: possibilities and potentials versus problems and perils? Environmental Education Research, 25:6, 767-790, DOI: 10.1080/13504622.2019.1664075
Reimer, K. E., Kaukko, M., Windsor, S., Mahon, K., & Kemmis, S. (2023). Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing. Springer Nature.
Reimer, K.E., Kaukko, M., Windsor, S., Kemmis, S., & Mahon, K. (Ed.), Living Well in a World Worth Living in for All: Volume 2: Enacting Praxis for a Just and Sustainable Future. Springer.
Seghezzo, L. 2010. The five dimensions of sustainability. Environmental Politics 18 (4):539-556.
Stewart-Sicking, J. (2008). Virtues, values, and the good life: Alasdair MacIntyre's virtue ethics and its implications for counseling. Counseling and Values,Ìý52(2), 156-171. Retrieved from
Strijbos, J., & Engels, N. (2022). A Multifaceted Portrait of Students’ Connectedness to Urban Schools. Urban Education, 00420859221081769.
Tappan, M.B (2006). Moral functioning as mediated action. Journal of Moral Education,35(1), 1-18, DOI: 10.1080/03057240500495203
Todd, S. (2021). ‘Landing on Earth’: an educational project for the present. A response to Vanessa Andreotti. Ethics and Education,Ìý16(2), 159-163.
Vallance, S., Harvey, C.P., & Dixon, J.E. (2011). What is social sustainability? A clarification of concepts. Geoforum 42:342-348.
Wals, A. E. (2002). "Sustainability" in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221-231.
Windsor, S., Kaukko, M., & Kemmis, S. (2024). Forging Future Worlds Worth Living in for All. In K. E. Reimer, Kaukko, M., Windsor, S., Kemmis, S., & Mahon, K. (Ed.), Living Well in a World Worth Living in for All: Volume 2: Enacting Praxis for a Just and Sustainable Future (pp. 241-251). Springer.
Windsor, S., & Kriewaldt, J. (2023). School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis. Social 91̽»¨s, 12(11), 585.
Windsor, S., & Sanders, D. (2022). Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’. Educational Philosophy and Theory, 1-17.