Critical Thinking (Dis)Positions in Education for Sustainable Development—A Positioning Theory Perspective

Abstract

In a threatened world, the need for pathways to sustainability has become urgent. Teachers have a significant role in using critical thinking (CT) as an integrated aspect of education for sustainable development (ESD). As part of the Critical Thinking in Sustainability Education (CriThiSE) project, this paper explores how primary school teachers positioned themselves with regard to CT in ESD during group interviews. Among the findings derived through critical discourse analysis, “otherness” positions were identified in teachers’ discourse. These positions were interpreted via positioning theory (PT) as part of the critical discourse analysis while tracing personal pronouns. Here, different positions were identified through the use of the pronouns they, theirs and the generic you, suggesting that otherness reflects a tendency to “care about” (CT disposition). Another finding was that the teachers’ collective positions, through the pronouns such as we, us, they, theirs, ours and the generic you, might suggest an implicatory denial embedded in the sociocultural perspective in relation to sustainability. From the ESD perspective, the findings highlight that CT is more than a matter of skills. The study highlights the importance of taking into account teachers’ CT dispositions as an important consideration to better understand teachers’ engagement with CT in ESD.

Positioning Theory in Education

“…Identification of the use of different we pronouns in teachers' discourse, such as humanitarian, institutional and classroom [39]. Mostly, the uses of the pronoun we are situated in the context of duty within nature [39,40].…”

“…For example, Felix (2023) [40], through interviews with primary teachers in Norway in relation to their engagement with education for sustainable development through critical thinking while using positioning theory, has found out the significance of considering critical thinking dispositions when teachers talk about nature and climate change. Here, she has found out how Norwegian primary teachers use they positions when it comes to identifying contexts such as Asia for doing more for the mitigating effects of climate change, while emphasizing as we in Norway are already acting towards mitigating climate change.…”

“…Here, she has found out how Norwegian primary teachers use they positions when it comes to identifying contexts such as Asia for doing more for the mitigating effects of climate change, while emphasizing as we in Norway are already acting towards mitigating climate change. Felix (2023) [40] has identified the importance of taking culture seriously to identify the specificity of moral orders constituted through egalitarian principles promoted within social democratic polity as Norway.…”

Ecological Culture and Critical Thinking: Building of a Sustainable Future

“…Critical thinking is the ability to analyze and evaluate information objectively and independently [59][60][61]. Thus, critical thinking is a fundamental skill for navigating the complexities of environmental challenges.…”