EDUCATION FOR SUSTAINABLE DEVELOPMENT AND MOTHER TONGUE TUITION AT A CROSSROADS

Abstract

Aim: The aim of this research is to investigate how ESD intersects with the subject of Mother Tongue Tuition in the compulsory school system via one municipality in Sweden. This is done by engaging with two analytical foci: i) the analysis of attitudes and responses to ESD in MTT. Theory: The study utilises Critical Pedagogy and Assemblage theory as the lenses through which to discuss the case. Critical Pedagogy shows the extent to which teachers and policy decision makers are engaged in reflective practices and the potential ways in which teachers can activate their subjectivity as leaders. Assemblage theory shows how all the components of the case are linked; the complexities of power relations, agency and ways of becoming. Method: Data is gathered from one MTT case study. The case is based at one municipality in Western Sweden. The MTT organization is governed by the municipality. Data sets include text and interview. Qualitative interviews are conducted with a sample of four teachers and two policy decision makers. Policy documents are also analysed. Critical Discourse Analysis, based on critical discourse theory, is used to reframe the dominant narratives and to show a perspective from the margins of MTT spaces. CDA is used as an analytical tool in the study to point out different viewpoints and inconsistencies. Results: The results show that the case study is an example of hegemonic power relations supported by ESD.