Bærekraftig utvikling i norsk skoleforskning. En litteraturgjennomgang

Abstract

This chapter is a systematic review of research on sustainable development in Norwegian education. The review demonstrates that most of the empirical research is conducted in the natural and social sciences, yet with a growing attention to subjects like Norwegian language and arts and craft. To investigate the totality of the perspectives in the reviewed literature we make use of Hopwood et al.’s model. We place each text according to its emphasis on socioeconomic and ecological considerations, and according to an interpretation of it representing a status quo, reform or transformation perspectives. Our findings are that the majority of the literature orients towards ecological considerations, often implicitly articulated, pointing to a neglect of socioeconomic considerations and a narrow understanding of sustainable development. Regarding status quo, reform and transformation, the literature covers all three, with an emphasis towards status quo. We would encourage more research addressing socioeconomic issues and critically exploring avenues that can take us towards transformation.