Vem tar ansvaret? Ekologisk hållbarhet i nordiska läroplaner

Abstract

The chapter investigates how ecological sustainability and ecocritical agency are made explicit in Norwegian, Swedish, and Finnish curricula for primary and lower secondary school. The study shows that the concept of sustainability is vaguely dealt with in the Swedish and Finnish curricula. What all the curricula have in common is that the teachers' agency is omitted. The pupils, on the other hand, are expected to learn and act according to their newly acquired knowledge. They are hence expected not just to understand, but also to participate in public debates on sustainability.