Hållbar utveckling i samhällskunskap -Samhällskunskapsämnets roll inom hållbar utveckling med fokus på miljöundervisning

Sammanfattning: In recent years, environmental education has shifted to sustainable development were the economical, ecological and social perspectives now are part of sustainable development. Sustainable development can therefore be seen as an interdisciplinary field that is of relevance to the social science subject. This study examines the role of the social science subject in teaching about sustainable development as well the role of the environmental perspective. Furthermore, the study investigates how social science teachers understand sustainable development. The study is based on three questions, how do social science teachers talk about sustainable development? How do social science teachers express themselves about the social science subject role in sustainable development? How is the ecology perspective expressed in the social science subject? The study use qualitative semi-structured interviews with upper secondary school teachers. The results show that social science teachers interpret sustainable development from the perspectives, ecology, economic and social as well as Brundtland's interpretation of generations' imprints. The study also shows that the ecological perspective is considered less relevant in the social science subject than economics and social. The conclusion is that the environmental perspective disappears to some extent in the social science subject but that sustainable development is nevertheless a relevant subject to create an active citizen and understand the entirety of the concept.