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Sustainability 2013, 5(9), 3771-3782; doi:10.3390/su5093771

Unfolding Education for Sustainable Development as Didactic Thinking and Practice

Department of Education, Aarhus University, Tuborgvej 164, Copenhagen NV 2400, Denmark
Received: 30 July 2013 / Accepted: 26 August 2013 / Published: 4 September 2013
View Full-Text   |   Download PDF [533 KB, uploaded 24 February 2015]


This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form the analytical foundation; thus, it is the practices as seen from the ‘inside’. Furthermore, ESD practices are considered in a broader societal perspective, pointing to the critical power of the practice lens. View Full-Text
Keywords: education for sustainable development; teaching practices education for sustainable development; teaching practices
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

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Madsen, K.D. Unfolding Education for Sustainable Development as Didactic Thinking and Practice. Sustainability 2013, 5, 3771-3782.

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