1. Idéer om hållbarhet
Vår tid att skapa miljöhistoria, men vilken hållbarhet tänker vi själva lyfta fram?

2. Föreläsningens upplägg & syfte
Att ha ett reflekterande och aktivt tillfälle där det finns möjlighet för fria reflektioner kring idéer om hållbarhet.
Vi kommer använda oss av min master uppsats I hållbar utveckling och skifta mellan utvalda sektioner somgrund för diskussion.
Challenges teaching Sustainable Development in higher education: A qualitative case study on how university teachers in Uppsala perceive the sustainable development concept.

3. Sustainable Development (SD)?
What do we know about this concept?
The commonly quoted Brundtland definition: “Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (WCED, 1987, p. 8)
Over 300 interpretations
Unique worldwide goal
Should be promoted through law in many countries
Many perceive it as an abstract and contradictory concept
Sustainable Development (SD)?

4. The role of university teachers
Fishbein & Ajzen (1975) suggests that attitudes and perceptions towards, for example, a concept can be seen as the proximate cause of behavior related to that concept
Hence, one may reason on the meaningfulness of delving further into how the SD concept is used, understood and communicated within the education system
As the educators of future workers within the SD field, university teachers arguably play a key role as their perception of the concept will influence how it will be used and perceived by future generations

5. Aim and research questions
Research aim:
To examine the perception of university teachers teaching about SD, in order to analyze and determine how they perceive and make use of the SD concept in their teaching.
Research questions:
How do university teachers understand and perceive the sustainable development concept, how can their relation with the concept be described?
In what way is the sustainable development concept internalized into their teaching and what are the challenges and opportunities the teachers face in this process?

6. Background
Historical background of the SD concept – a literature review
Positioning the study to previous research while also providing context and understanding of how the SD concept has developed and branched into numerous perspectives
A selection of interpretations, philosophies and schools of thoughts were covered such as:
Limits to growth school versus the
economists/technocrat optimists
Environmental economics
Deep ecology
Eco-socialism
Eco-feminism
Eco-theology
Weak- and strong sustainability

7. Different viewpoints of sustainability
Hur ser ni på dessa olika sätt att uppskatta hållbarhet?
Vilken ligger er närmast och varför?
Ser ni kopplingar mellan dessa utegångspunkter och de historiska processer vi behandlat I kursen?

8. Rollspel: Försvara det andra tankesättet
Fundera 3-4 min över hur du skulle lyfta upp varför det andra tankesättet är det bästa när det kommer till allt arbete för hållbarhet. Skriv ner dina argument om du vill.

9. Methods and methodology
Literature review
Teachers at Uppsala University and Swedish University of Agricultural Sciences
Phenomenological and abductive approach
Semi-structured interviews
Inductive thematic analysis

10. Participants of the study
Hans Liljenström
Peter Aspengren
Per Berg
Peter Söderbaum
Margarita Cuadra
Christián Alarcon Ferrari
Daniel Mossberg
Nadarajah Sriskandarajha

11. Results: Inductive thematic analysis
3 main themes, each with 2 subthemes were generated
1. How the teachers experience and navigate the SD concept
Subtheme 1: Critical attitude towards SD - the consequences of its abstract and contradictory nature
”Another problem with the concept is that it can be interpreted in so many ways that it touches upon a state of uselessness…” – P.B.
Subtheme 2: Optimistic attitude towards SD, highlighting strengths and various approaches to achieve SD
“We should not look upon ourselves as separated from nature but rather as a… we should try to find a harmonic balance between our specific interests and the interests, if I may so say, that nature can hold.” – H.L.

12. 2. To teach SD, obstacles and opportunities in and outside of the classroom
Subtheme 1: Difficulties and potentials in the relation between student and teacher
“I, as a natural scientist, have to talk to students mainly from a social science way of thinking. It becomes difficult to find the appropriate level in this case while at the same time I do not want the content to be too simple for the students from natural sciences…” – H.L.
Subtheme 2: Challenges in planning and structuring meaningful, pedagogical and effective education for SD
”No, of course not because syllabuses are a part of programs and one of the main problems in master education in Sweden is that sometimes you just have different courses within a master program but the rationale of those courses together is missing… I would sometimes to describe this say a very bad pyttipanna.” – C.A.F.

13. 3. Critique of societal structures and the misuse of SD in society and by colleagues
Subtheme 1: Disagreements, misuse, and conflicts concerning the SD concept within universities
“…there is the feeling of: Alright, now that is over with and now we do not need to think sustainably any more. Then there are programs geared this way where this way of thinking is the norm.” – P.A.
Subtheme 2: Solutions and alternative values to combat power-games and unsustainable exploitation of SD
“I think there is so much of a tendency to return to conceptual frameworks which is largely dominating, for example neoclassical economics but more and more is happening in terms of questioning that theoretical perspective… but we have a long road to go still and I think education has a key role.” – P.S.

14. Discussion
Ideological pull between participants way of perceiving SD towards the Limits to growth school, Deep ecology, Eco-socialism and Strong sustainability
Various norms of reluctance and conflicts regarding the SD concept was identified among other teachers and researchers
Difficulties of improving syllabuses and curriculums to improve pedagogical planning for teaching SD