Equipped for responsibility: A case of business education for sustainability
(English)Manuscript (preprint) (Other academic)
This paper presents a study of the roles of a business person articulated byteachers in the classroom when the concept of sustainable development is incorporated into the subject of business economics. The empirical material, consisting of video recorded observations in five teachers’ classrooms, was collected two years after the inclusion of the concept in theupper secondary school syllabus in Sweden. The concept of logics developed within a discourse theoretical framework is used to analyse the meaning of ‘doing business sustainably’ as depicted by teachers in classroom practice. The paper illustrates that different rules and conditions for doing business are foregrounded in classroom practice by distinguishing between the logics of self-interest, conscious consumers and stakeholders’ interests. Each logic positions a business person differently. These positions are analysed using a typology of responsibility. The conclusion is that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues depending on how sustainable development is integrated into the business curriculum.
discourse analysis, logics, role, teaching, sustainable development, business, education, curriculum, classroom observations
Didactics Environmental Sciences Educational Sciences
Research subject Environmental Studies
IdentifiersURN: urn:nbn:se:sh:diva-29405OAI: oai:DiVA.org:sh-29405DiVA: diva2:899312
Som manuskript i avhandling. As manuscript in dissertation.2016-02-012016-01-292016-03-03Bibliographically approved