Malmö University
Urban Matters
Open Menu

Knowledge contributions from different school subjects to cross-curricular didactics for Bildung and sustainability

Publication Type:
article-journal
Date Issued:
2024
Authors:
Jesper Sjöström , Catarina Economou , Ann-Mari Edström , Jan-Eric Ekberg , Petra Svensson Källberg , Marie Larneby , Bodil Liljefors Persson , Ulrika Ryan , Per Schubert , Bjørn Wangen , David Örbring
Publisher:
Finnish Research Association for Subject Didactics ; Åbo Akademi University, Faculty of Education and Welfare Studies
Language:
eng
Page:
66-91
ISBN:
978-952-5993-40-0

Keywords:

curriculum content knowledge transformation knowledge contribution school subject curriculum subject didactics Didaktik subject didactics general subject didactics cross-curricular cross-curricular didactics interdisciplinary Bildung contemporary Bildung educational content Klafki Bildung dimension material Bildung formal Bildung sustainability citizenship secondary school subject education geography mathematics physical education religious education science education science studies science for citizenship language education second language L2 visual arts comparative epistemic climate change education climate change literacv wicked problems socio-scientific issues Anthropocene scientific literacy future literacy critical literacy disciplinary literacy capabilities competences knowings powerful subject knowings action competence agency innehåll kunskap kunskapsbidrag skolämne skolämnen didaktik ämnesdidaktik allmän ämnesdidaktik ämnesundervisning ämnesövergripande tvärvetenskap bildning allmänbildning bildningskategorier hållbarhet geografi matematik idrott idrott och hälsa religionskunskap naturkunskap svenska som andraspråk språk bild klimatundervisning
Read more at DiVA

In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy.