There is not planet B: a content analysis of education for sustainable development in Norwegian primary school EFL textbooks

Abstract

Education is key in dealing with the environmental crisis we are facing on today's society. To help solve the problems the interdisciplinary topic education for sustainable development should be included in every school throughout the subject. The role of English lessons plays a part in preparing the student for communicating with others around the world and see the issues we face as a globe from different perspectives. This study addressed how education for sustainable development is presented in Norwegian primary school EFL textbooks. To help guide the research two research questions have been used: 1) To what extent do EFL textbooks for grades three to seven present environmental issues? and 2) Which environmental issues are presented in EFL textbooks for grades three to seven? To answer these questions the mixed method approach content analysis has been used. The study looked at both quantitative and qualitative data from fourteen EFL textbooks from the four main publishers in Norway. The results from the study indicate that the extent to which EFL textbooks focus on environmental issues vary greatly. The topics included in the textbooks also vary, but overall, the textbooks focus heavily on solutions, either by promoting recycling or by telling stories about young people that have taken initiative to help the environment. The textbooks also often suggest that the students take up the issues with their parents. Further, it should be noted that there was little focus on systemic issues. These findings are then discussed in light of previous research. This study concludes that the varied amounts and topics is a problem, and that further research is needed in this field.