Retracing the footsteps: how do footprint indicators support learning about sustainable consumption among Swedish policymakers?

• Consumption-based or environmental footprint indicators give a sense of society’s progress towards sustainable consumption. Studies of the role that sustainability indicators play in policy making report that they contribute to learning and conceptual thinking. This literature provides insights into the types of learning outcome that indicators contribute to, such as instrumental, policy-oriented, governmental, political, or societal learning. But few studies have looked specifically at consumption-based indicators or at the learning process itself, of how indicator use supports different actors in changing their ideas, perceptions, and practices – and potentially affects wider social and organizational structures to prompt the desired move to sustainable consumption.To address this, we draw on the theory of expansive learning to investigate the potential for learning about sustainable consumption by Swedish public officials using consumption-based indicators. Data were collected in a series of interviews, focus groups and workshops. The results suggest that consumption-based indicators do help officials to learn about the concept of sustainable consumption and encourage them to push forward the sustainable consumption agenda. This is not, however, so much due to indicators per se, but rather to the creativity and agency of committed government officials. To enhance learning and change in practices further, public officials must be supported by the necessary institutions and authority to promote sustainable consumption.

Ämnesord

SAMHÄLLSVETENSKAP  -- Annan samhällsvetenskap -- Tvärvetenskapliga studier inom samhällsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Other Social Sciences -- Social Sciences Interdisciplinary (hsv//eng)

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