Ekologisk hållbar utveckling som begrepp i förskolan : En studie som med hjälp av intervjuer och kritisk diskursanalys undersöker hur ospecifika formuleringar i läroplanen gör att samhällsdiskurser påverkar pedagogers förmedlande av begreppets innebörd

Sammanfattning: The purpose of the following study is to review how the term sustainable development is interpreted and practiced in Swedish pre-schools, focusing on meat production and meat consumtion as one of the biggest reasons for climate change.  The study uses interviews with pre-school pedagogues as well as critical discourse analysis as method and theoretical approach. The result shows that the term sustainable development is ambiguous which results in pedagogues mediating knowledge surrounding the subject in various manners. When articulate guidelines on how education concerning sustainable development should befall is missing, pedagogues are forced to use personal experiences and interests as base for educating the youngest children on sustainable development which in this study resulted in various points of focus concerning the subject. Simultaneously discussion on meat production and consumtion as part of a susatainble development is disregarded due to views on children as uncapable of understanding abstract concepts such as green house effects or climate change as well as protecting them from the horrors of climat change and slaughter. The resulting points are compared to previous research concerning childrens rights, the competent child and sustainable development as term in the curriculum.