Om miljövär(l)den
En kritisk diskursanalytisk studie av miljöetik i styrdokument, förlagsläroböcker och sponsrade läromedel
Critical Discourse AnalysCDASponsored educational textsCirriculumLgr 11Geography-educationEnvironmental ethicsSustainable developmentKritisk diskursanalysCDASponsrade läromedelLgr 11GeografiläromedelMiljöetikGeografiutbildningHållbar utveckling
The urgency of sustanible development is world-over issue. This essay focuses on the relations of enviromental ethics in the context of the Swedish upper secondary school and the subject of geography, by analysing different educational texts.The purpose of this essay is to reveal and identify discourses of enviromental ethics in curriculum documents; Lgr 11 and the plan- and the coursedocuments for the subject of geography, in educational publisher?s textbooks and in sponsored texts related to the subject of geography and finally to discuss potential consequences this might implicate for education. For this have the methodology of Norman Fairclough´s critical discourse theory, CDA, as well as a matrix of environmental ethics, based upon Mikael Stenmarks classifications of enviromental ethics, been used.In the Cirriculum, Lgr 11 and documents for the subject of Geography, and in the educational textbooks from ?Liber? and ?Gleerups?, are the environmental ethics of intergenerational anthropocentrism the dominant. The analysis of the sponsored texts and the educational textbook from ?Natur och Kultur? indicated a mixture of anthropocentric traditionell environmental and anthropocentric intergenerational enviromental ethics. None of the analysed texts shows any clear non-anthropocentric features. And to conclude; we have seen that the consequences of uncritically select and follow, independent ?type? of educational texts, is not a garant for fulfilling the intentions of curriculum.