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- Bylund, Linus, 1980
(författare)
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Differentiation, didactics and inequality: How rich and poor populations are educatied for sustainability
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent decades, education for sustainable development (ESD) has gained prominence as an urgent educational imperative. Although ESD is championed by UNESCO as contributing to a just, and sustainable future, the question remains open whether it is possible to address all of humanity in a just and equitable manner in a highly unequal world. Influenced by biopolitical theory, this compilation thesis draws attention to how differentiation, didactics, and inequality interlace in ESD. Article 1 problematizes the relationship between educational differentiation and inequality by critically engaging with the didactic who-question. Article 2 examines how UNESCO’s current ESD framework handles the varying living conditions of rich and poor populations, while Article 3 explores how ESD is practically implemented in different school contexts in Rwanda, Sweden, South Africa, and Uganda. Article 4 elaborates on potential didactic responses to the problematics identified in the previous articles. Through these studies, the thesis critically examines educational differentiation and how the construction of student populations as suitable for various forms of education risks perpetuating inequality. It also explores how educational differentiation manifests in ESD policy and practice, and how problematic differentiation can be challenged didactically.
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- Bylund, Linus, 1980
(författare)
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Eco-Schooling in an unequal world
- 2021
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Ingår i: ECER 2021, Emerging Researchers' Group.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper presents an ongoing study of the implementation of the world’s largest green school programme, Eco-Schools. Foucauldian theory of biopolitics is employed in a comparative study on how rich and poor student populations are addressed in the Eco-Schools programme in one high-income country (Sweden), one medium-income country (South Africa) and one low-income country (Uganda). The study focuses on what “green” skills and knowledges are appointed to different populations and how groups of students are made suitable for particular forms of education for sustainable development (ESD). The preliminary findings indicates that ESD is implemented in very different ways in different geographical settings, as ESD is adapted to the socio-economic realities of the targeted populations.
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- Bylund, Linus, 1980
(författare)
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Education for sustainable development among rich and poor: didactical responses to biopolitical differentiation
- 2024
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 30:3, s. 419-431
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Tidskriftsartikel (refereegranskat)abstract
- Previous literature informed by biopolitical theory has shown how global education for sustainable development differentiates between populations by assigning different roles, responsibilities, and lifestyles to rich and poor. Taking these arguments as a point of departure, this paper first identifies three different ‘problems’ pertaining to biopolitical differentiation within this literature and then elaborates on potential didactical responses to such problematic differentiation. The suggested didactical responses draw on Judith Butler’s theories of vulnerability, Jacques Rancière’s ideas of a presupposition of equality, and Michel Foucault’s writing on ethics and self-formation. The paper contributes to previous research on biopolitical differentiation in education for sustainable development by suggesting potential didactical responses to the problematics put forth in these works. It also contributes to previous literature on how Butler’s, Rancière’s and Foucault’s theories are relevant to education by relocating the arguments to the context of global implementation of education for sustainable development.
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- Bylund, Linus, 1980
(författare)
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Rädslan för de fattiga: Om malthusianskt tankegods och behovet av kritiska perspektiv i geografiundervisning
- 2021
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Ingår i: Geografiska Notiser. - 0016-724X. ; 79:2-3, s. 47-58
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Tidskriftsartikel (refereegranskat)abstract
- Klimatförändring och ojämlikhet utgör enligt FN de ”avgörande utmaningarna för vår tid”. Frågor om hållbarhet och ojämlikhet är dessutom starkt sammankopplade. I den här artikeln tas avstamp i relationer mellan ojämlikhet och (o)hållbar utveckling inom det specifika geografiämnesinnehållet demografi (befolkningslära). Utgångspunkten är att malthusianska perspektiv på befolkning, ”knappa” resurser och hållbarhet utgår från kolonialt tankegods som hierarkiserar och differentierar mellan fattiga och rika människor och att det är problematiskt om sådana perspektiv ges ett dominerande utrymme i undervisningen. I artikeln argumenteras därför för att malthusianska perspektiv måste kompletteras och utmanas av ett kritiskt perspektiv som tar utgångspunkt i ojämlikhet.
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- Bylund, Linus, 1980, et al.
(författare)
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The Who? Didactics, differentiation and the biopolitics of inequality
- 2020
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Ingår i: Utbildning och Demokrati. - : Orebro University. - 1102-6472. ; 29:3, s. 89-108
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Tidskriftsartikel (refereegranskat)abstract
- The three didactic questions – what?, how? and why? – are increasingly supplemented with a fourth: who? Drawing on Therborn’s distinction between difference and inequality, as well as on biopolitical theory, the present paper engages critically with the didactic who?-question. The paper situates the who?-question in broader discussions of educational differentiation, suggesting that it encompasses a tension between the recognition of difference and (re)production of inequality. Arguably, this tension becomes visible, and possibly more navigable, when we pose “Therbornian questions”. The paper further suggests that the who?-question can be understood, in biopolitical terms, as a technique for constructing various student populations as appropriate for different kinds of education. Such management of difference, the paper warns, can easily slip into a biopolitics of inequality. Despite our critical observations, we conclude that there might still be radical potential in the who?-question, provided that it is handed over to the students and that careful attention is paid to societal relations.
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- Bylund, Linus, 1980, et al.
(författare)
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‘We must urgently learn to live differently’: the biopolitics of ESD for 2030
- 2022
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 28:1, s. 40-55
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Tidskriftsartikel (refereegranskat)abstract
- Recently, the new global policy framework for implementing education for sustainable development (ESD) – ESD for 2030 – was launched officially. Drawing on Foucauldian theory, this paper explores biopolitical elements in ESD for 2030. The paper contributes to previous research on ESD policy by employing a biopolitical perspective, and by highlighting problematic aspects of the framework’s will to include and to adapt to different contexts. The analysis brings attention to the framework’s notions of life and to how different human populations are separated. Furthermore, the analysis of the framework demonstrates how notions of transformative pedagogy, community, and the individual, assume the functions of biopolitical techniques. The findings point to a biopolitical differentiation where rich and poor populations are assumed to need different educational interventions, adapted to their socio-economic contexts, in the global educational policy quest for sustainable development. Ultimately, we consider the potential of Foucauldian ethics as an affirmative alternative to the current mode of biopolitical differentiation in global ESD policy
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