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Digital Comprehensive Summaries of Uppsala Dissertationsfrom the Faculty of Educational Sciences 7Beyond Education and SocietyOn the Political Life of Education for SustainableDevelopmentSTEFAN L. BN 978-91-554-8992-2urn:nbn:se:uu:diva-229355

Dissertation presented at Uppsala University to be publicly examined in Bertil Hammersalen,von Kraemers Allé 1, Uppsala, Friday, 19 September 2014 at 13:00 for the degree of Doctorof Philosophy. The examination will be conducted in English. Faculty examiner: ProfessorSharon Todd (Stockholms Universitet).AbstractBengtsson, S. L. 2014. Beyond Education and Society. On the Political Life of Educationfor Sustainable Development. Digital Comprehensive Summaries of Uppsala Dissertationsfrom the Faculty of Educational Sciences 7. 361 pp. Uppsala: Acta Universitatis Upsaliensis.ISBN 978-91-554-8992-2.The objective of this dissertation is to develop a theoretical and analytical framework forunderstanding the political in education from a social and global perspective. With this objectivein mind, it employs an empirical engagement and theoretical reflection on how this political canbe seen to emerge in policy making on Education for Sustainable Development (ESD). Policymaking on ESD is interpreted as engaging in the constitution of the social and globalisation,where the non-determination of this practice is seen to require political acts of identificationwith particular perspectives on what education, society and, as a result, ESD should be. BookI constitutes a theoretical and analytical framework that outlines central concepts, such asantagonism, temporality, space and rhizomic globalisation, in order to conceive of how thepolitical in education can be understood and analysed in concrete articulations, such as policymaking on ESD. The findings of the empirical analysis underlying this dissertation and thataddress the political in policy making on ESD are presented in the papers that are incorporatedinto this dissertation as part of Book II. Paper I discusses how we can conceive of the relationbetween ESD and globalisation and makes an argument that this relation should be seen to bepolitical and characterised by conflicting perspectives on what ESD is. Paper II presents thefindings from a comparative study of policy making on ESD that engages with concrete policyon ESD in order to reflect on how globalisation can be seen to emerge in these instances of policymaking. Paper III presents the findings of a comprehensive discourse analysis of Vietnamesepolicy making and shows how the concepts of ESD and Sustainable Development are contestedamong different perspectives of how Vietnamese society should be constituted. The dissertationas a whole makes an argument for the inescapable political condition for education and how thiscondition necessitates the articulation of concepts such as ESD that name an inaccessible statebeyond conflict and social antagonisms that is to be achieved through education.Keywords: education, ESD, environmental education, Education for SustainableDevelopment, sustainability, policy, education policy, globalisation, globalization, hegemony,discourse, space, antagonism, political, politics, temporality, beyond, mutation, rhizome,rhizomic, play, LaclauStefan L. Bengtsson, Department of Education, Box 2136, Uppsala University, SE-750 02Uppsala, Sweden. Stefan L. Bengtsson 2014ISBN 978-91-554-8992-2urn:nbn:se:uu:diva-229355 (http://urn.kb.se/resolve?urn urn:nbn:se:uu:diva-229355)

Für das Kindliche in unsiii

AcknowledgementsWithout further ado, it requires to be stated that, this dissertation would nothave been possible without the support of others. As it hopefully will become apparent in that which is to follow, it is through the assistance, encouragement, work and wisdom of others that this book in front of you and thearguments it wants to make became a possibility. While some of those thatthe author finds himself indebted to are acknowledged in the dialogues thatare to follow, in the following, I want to express my gratitude to those thatare not mentioned.First of all, I would like to thank my supervisors: Leif Östman, David O.Kronlid, Karin Hjälmeskog and Thomas Popkewitz. Thank you Leif for allthe encouragement, intellectual mentoring and genuine support, and for letting me freely explore my intellectual interests. To you, David, I would liketo express my gratitude for your shown curiosity for my work, your ability toput into perspective my arguments according to alternate schools of thoughtand not least for your friendship. Karin, thank you for your continuous support, comments and feedback on my thesis. I also wish to thank you, Tom,for your hospitality, for enriching my intellectual outlook and asking theright questions, to some of which I am still looking for answers.Substantial feedback and guiding has also been provided by opponents todifferent versions of the manuscript during the writing process. I would liketo express my gratitude to Jörgen Mattlar (10%), Niclas Månsson (50%) andTomasz Szkudlarek (90%) for their thorough reading and for the commentsthey provided on the manuscript at different stages of the writing process.I would also like to acknowledge the support and assistance of the formermembers of the UNESCO Bangkok ESD unit, with Derek Elias, Mikko Cantell and Joel Bacha in particular. A big thank-you to all of you, who haveprovided me with insights into policy making for and the implementation ofESD in the Asia-Pacific and for explaining to me the inner workings of theDESD.As work is never enjoyable without colleagues, I would like to expressmy gratitude for being surrounded by such an extraordinary group of colleagues at the department. It would not have been so much fun without you.Thank you, Michael Håkansson, Petra (Hansson Hansson) Hansson, MiaHedefalk, Emil Bertilsson, Sara Backman Prytz, Esbjörn Larsson, JohannesWestberg, Kicki Andersson and Hanna Hofverberg.v

As this dissertation has taken shape in a number of places and for the lastcouple of years Vietnam has been our home, I would like to thank my Vietnamese colleagues Tran Duc Tuan and Dao Ngoc Hung at the Hanoi National University of Education for their kind assistance, hospitality and insightsinto their work and national efforts to address sustainability and environmental protection in education.I would also like to acknowledge the intellectual influences of the SMEDresearch group; thank-you all for the comments and feedback provided overthe years.In addition, this thesis would not have been what it is without the supportand encouragement of fellow researchers active in the field of environmentaleducation research. While there are a greater number of scholars that haveassisted the writing process and publication of the included papers in oneway or another, I would like to thank personally Alan Reid, Paul Hart, HeilaLotz-Sisitka, Marcia McKenzie, Philip Payne, Jonas Andreasen Lysgaard,Connie Russell, Joe Hendersson, Lesley Le Grange, Per Sund, IannLundegård and Johan Öhman.Partially, this dissertation was funded by a SIDA project that allowed meto expand my research on Vietnamese policy making for and the implementation of ESD, and for that opportunity I would like to express my gratitudeto SIDA and the Swedish government.Thanks are also due to Bryan Hugill for editing the final manuscript ofthis dissertation and to Chris Dickson for editing the papers.Last but not least, I would like to thank my wife, Karin, for all her love,support and for letting me be her trophy husband while together exploringthe world. To my son, Sigge, thanks for being awesome and making me appreciate the ordinary things in life (birdlife). To both, Karin and Sigge, I amthankful to you for showing me completely new dimensions of happiness.Stockholm, August 2014Stefan Bengtsson

List of PapersThis thesis is based on the following papers, which are referred to in the textby their Roman numerals.IIIIIIBengtsson, S. L. and Östman, L. O. (2013) Globalisation andeducation for sustainable development: Emancipation from context and meaning. Environmental Education Research,19(4):477–498Bengtsson, S. L. and Östman, L O. (in revision) Globalisationand education for sustainable development: Exploring the global in motion. Environmental Education ResearchBengtsson, S. L. (in revision) Status Quo, Hegemony and Education: On the politics of policy making for Education for Sustainable Development in Vietnam. Journal of EnvironmentalEducationReprints were made with permission from the respective publishers.vii

ContentsPrologue . 15Objectives . 26First main objective . 27Second main objective . 29Third main objective . 30A Reader’s Guide to the Dissertation . 32Book I . 39The Sections of Book I . 40Section 1. Education and Society: Towards a theory of the politicalcurriculum . 40Section 2. Beyond Society: Education and the political. 41Section 3. Discourse and the Social: Spatiality and temporality . 42Section 4. Beyond Space: Globalisation, education and rhizome . 431. Education and Society: Towards a theory of the political curriculum . 44Objectives of this Section . 44The “Context” of Emergence of Swedish Curriculum Theory . 47The Emergence of Swedish Curriculum Theory . 50The Emergence of Frame-Factor Theory . 50Figures of Reasoning in Swedish Curriculum Theory before Englund. 52Functionalist explanations of education . 52Critical theory: Durkheim meets Marx . 53A Marxist notion of history and temporality . 53A supplemented notion of history and change. 55Historical materialism . 57Durkheimian aspects and the problematic account of change . 58The explanatory problem of change in appeals to determinatesociety . 61From a focus on efficiency to a focus on legitimacy . 63Symbolic violence . 66Historicity and objectivity . 68Change . 70A focus on Being . 73ix

Figures of Reasoning in Englund (1986) . 74The diverse in the constitution of society . 75State, ideological state apparatuses and relative autonomy . 78Hegemony and ideology . 83History, temporality and materialism . 86Levels, relative autonomy and compromise . 90Forms of politics, conflict and the production of unity . 94The production of unity and society . 96Mannheim . 99Determinants and historic determination . 103Overdetermination . 106At the cross-roads: Overdetermination or determination. 109Figures of Reasoning in Swedish Curriculum Theory after Englund . 113Figures of reasoning in Östman (1995) . 116Figures of reasoning in Ljunggren (1996) . 133Figures of reasoning in Säfström (1994) . 158Remarks on Points of Departure and Convergence . 1722. Beyond Society: Education and the political . 183The Social. 184The social, contingency and play. 186The social, iterability and undecidability . 187Spacing, writing as acts constituting the social . 189The social as positivity . 191The social and education . 192The social as overdetermined . 197The social and the political . 198Antagonism . 199Antagonism and the Other . 199Antagonism as limit for the social . 203Antagonism and education . 205Contingency . 208Complementing a logic of necessity with a logic of contingency . 208Conceptions of contingency in Swedish curriculum theory . 210Contingency as a moment of subversion of necessity . 214Contingency and decision . 215Contingency and the symbolic character of the social . 216Contingency as an effect of the Other . 218Sedimentation and Reactivation . 219Sedimentation, historicity and objectivity . 220Sedimentation and iterability . 221Reactivation and the contingency of objectivity. 222Sedimentation, reactivation, the social and the political. 222Unevenness of the Structure and Dislocation. 223

Unevenness and undecidability . 223Unevenness and dynamism. 224Unevenness and the Event . 225Unevenness and the detolalisation of the structure . 227Unevenness, contingency and heterogeneity . 228Unevenness and education . 229Unevenness and the political . 230Unevenness and antagonism . 231Dislocation . 233Dislocation and education. 234The Subject and the Decision . 235The subject . 235Decision and power . 236Decision, subject position and mythical subject . 236Decision and contingency . 237Decision and undecidability . 238Decision and education . 239Decision, historicity and Event . 240The Political . 241The political as our point of departure . 241The political and the decentering of the structure. 242The political and education . 243Beyond Education and Society: The political, mutation and space . 2453. Discourse, Spatiality and Temporality . 251The Discursive and Antagonism . 252Addressing potential critiques of a focus on the discursive. 252Being and existence . 260Antagonism and the Real as ontological. 262Discourse, Discursive Formation, Nodal Points and Articulation . 264Dynamism and the Discursive Formation . 267The Discursive, Spatiality and Temporality . 274The Event in Heidegger and Derrida . 276Spatialising the Event . 279Temporality as that which is Beyond Space . 2824. Beyond Space: Globalisation, education and rhizome . 285Retrospection: Setting stage for the beyond space . 285Territoriality and the Beyond . 287Territory and the beyond . 288Unsettling the continuum . 292Moving beyond a space/time continuum . 294Connection among Spaces as an Assemblage of Plateaus . 300The trace and space as an economy of traces . 300xi

Rhizome as globalisation . 304Space as plateau . 306Rhizome as connection and anti-history . 308Rhizomic globalisation as a process of becoming . 311Discursive Forms of Rhizomic Globalisation through Education PolicyMaking . 314Globalisation in Retrospect . 321Epilogue . 324Political Education for Society . 328Normative Education that Remains Political . 328Education as Political Beyond Policy . 329Education and the Diverse We . 329The Need of an Empty Consensus in Education . 330Education and Play . 332Education and Freedom . 333Education and Progress . 334Education and Globalisation . 335References:. 338Book II . 344Introduction to Book II . 345The papers and their relation to the dissertation . 350Paper I. Globalisation and Education for Sustainable Development:Emancipation from context and meaning . 351Paper II. Globalisation and Education for Sustainable Development:Exploring the global in motion. 352Paper III: Status Quo, Hegemony and Education: On the politics ofpolicy making for Education for Sustainable Development in Vietnam 353The Focus of the Analysis. 355The Analysed Material . 357The Methodology of the Analysis. 359Paper I . 363Paper II . 387Paper III . 415

While Book I will be ordered around a discussion of a number of centralconcepts, some concepts will be continuously appealed to. Hence, the readermight utilise this table of concepts in order to familiarise himself/herselfwith these concepts as they are addressed throughout Book I.Concepts:anti-historicity, 309, 312aporia, 192, 204, 256articulation, 265becoming, 272, 311Being, 16, 17, 242, 243, 261beyond, 23, 189, 191, 247,273, 283, 284, 285, 286,290, 307, 309, 319contingency, 279, 303deterritorialisation, 311detotalisation, 222, 227, 241différance, 22, 175, 261difference-to-self, 22, 186,187, 201, 225discourse, 251, 265, 266discursive formation, 266discursive practice, 265dislocation, 233, 235, 276dynamism, 267, 271economy of traces, 175, 302,303element, 253, 256, 265, 267,268, 272, 284, 301, 306,313, 317essence, 177Event, 276, 277, 278, 279field of discursivity, 266, 302form of life, 256, 260, 261,266, 288, 298, 300globalising articulation, 313historicity, 266, 300, 302, 309identity, 177incommensurability, 41, 266iterability, 171, 187, 229, 253layer, 268, 283logic of difference, 254, 266logic of equivalence, 254metaphor, 217, 218metaphysics of presence, 177,190, 227metonym, 217, 218, 288moment, 266, 268myth, 177, 184, 236, 237negativity, 191, 281nodal point, 273objectivity, 220Other, 19, 20, 147, 193, 199,200, 204, 270, 302otherness, 193, 226paradox, 192plateau, 306, 307, 310play, 19, 117, 121, 126, 127,128, 145, 147, 152, 155,156, 169, 172, 177, 178,179, 181, 186, 187, 189,191, 192, 196, 197, 201,203, 207, 208, 210, 218,231, 233, 241, 250, 257,262, 267, 271, 281, 301, 302point, 268positivity, 165, 191present/presence, 22, 177, 187,190, 191, 201, 220, 226,229, 249, 261, 278, 279, 302Real, 205, 259, 262, 263reterritorialisation, 312xiii

rhizome, 305, 306, 308rhizomorphous, 305, 310, 313society, 176, 177, 183, 193,327, 333space, 267, 273, 280, 281, 283,303, 306, 312spacing, 190spatialisation, 274, 279, 280,282spatiality, 283supplementarity, 238, 239symbolic, 110, 190, 197, 216,253, 259, 267tangent space, 32214temporality, 275, 278, 279,281, 282territoriality, 289territory, 290trace, 176, 187, 229, 300, 301,303, 316trace of the trace, 300, 301,302, 303, 310undecidability, 184, 188, 192,198, 216, 223, 224, 298unevenness, 281, 283vector, 272, 311writing, 302

PrologueThe beginning and the end of all philosophy is freedomFriedrich Wilhelm Joseph von SchellingFreeplay is always the interplay of absence and presence, but if it is to be radically conceived freeplay must be conceived of before the alternative of presence and absence; being must be conceived of as presence or absence beginning with the possibility of freeplay and not the other way round.Jacques DerridaAt the beginning of the project of writing a dissertation there are commonlya number of questions. What shall the dissertation be about? How shall Iapproach that which I want to, or have to, generate knowledge about? Forthis dissertation the seeming infinity of possible questions to be raised, andhopefully to be answered, was limited. It was limited in the way that thedoctoral position that the author applied to, and subsequently was acceptedto, had to deal with a thing the author had very limited knowledge of. Thisthing that is the dissertation had to, in one way or another, to deal with isEducation for Sustainable Development or ESD. Hence, one of the centralfirst questions that came to shape the process of writing was the question:What is ESD?As one might hope to be the practice for a PhD student, the attempt tofind answers to this question turned the author to existing literature on thesubject matter. The initial readings of these documents called forward a feeling of insufficiency, as these works often mentioned and inserted the conceptESD with such confidence, suggesting that there seems to be a settled definition and meaning of the concept somewhere that was the general point ofreference and that the author did not know about. However, when readingscholarly work or policies on the subject matter it became apparent that ESDattained often paradox meanings as it was given meaning to in a number ofdivergent ways. This apparent dissonance came to provoke a deeper reflection on how the question of “What is ESD?” should be answered. Thus, the15

question of “What is ESD?” translated into a reflection on the question: Howcan we answer the question “What is ESD”?This dissertation can be seen to provide an answer to the latter questionwithin the first book and to provide entry points for approaching the priorquestion in the second book. This separation into two books is a result of theauthor’s engagement with the question of the Being of ESD. Being in thissense concerns the way in and logics by which the identity of things is constituted. That is, the more the author aimed to provide answers to what ESDis, the more the attempts at answering were forced to reflect upon the premises for giving these answers. We might here speak of how the empiricalengagement with the question of the Being of ESD called for a reconsideration of the theoretical premises that constitute the basis for the answer to theinitial question concerning the identity of ESD. What is meant by this is thatthe empirical engagement with ESD did not provoke the contention of having unravelled something through these inquires, but rather the empiricalengagement provoked a questioning and dissatisfaction with the initial attempts at approaching the object of study. It is possible to say that the engagement with the object of study provoked a reconsideration of how theobject of knowledge can be conceived, or rather it provoked a reflection onthe logics that allow for a conception of the object of knowledge.1The second book of the dissertation, that is the papers incorporated intothe thesis, presents some of the findings of an empirical engagement with thequestion of the Being of ESD. This engagement came to be focused on howESD can be understood as a policy concept and how its meaning in andamong a number of national contexts is constituted. In order to get a closerlook at the national policy development process of ESD, the author choose totake up an internship at the Regional Office to the UNESCO in Bangkok,Thailand. As regional and sub-regional office, the UNESCO Bangkok actsas lead agency for the implementation of the Decade for Education for Sustainable Development within the Asia-Pacific and the Mekong sub-region.The initial focus of the empirical engagement consequently moved to ambitions to integrate ESD in education system within the Mekong sub-region.Hence, the author engaged with the question: What is ESD in Cambodia,Laos, Myanmar, Thailand, and Vietnam? What became consequently apparent was that in contrast to the UNECE countries in Europe, the UNESCOmember states of Asia-Pacific and the Mekong region did not share a common implementation framework. Potentially as a consequence of this absence of a framework, the articulation of the meaning of ESD in policy documents and in exploratory inception papers from the Mekong region showeda high degree of divergence. The divergence in conceptions of ESD in thenational context of these countries could in a number of instances be seen as1For an explanation of what is meant by logics see the explanation of the term figures ofreasoning in the reader’s guide to the dissertation below.16

so significant that seemingly the only thing these articulations shared was thearticulation of the signifier

Beyond Education and Society O n t he Po litical Life of Education for Sustain able Developm en t STEFAN L. BENGTSSON ISBN 978-91-554-8992-2 urn:nbn:se:uu:diva-229355. Dissertation presented at Uppsala University to be publicly examined in Bertil Hammersalen,

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