%0 Journal Article
%T Knowledge capabilities for sustainable development in global classrooms - local challenges
%A Birgitta Nord¨¦n
%A Elise Anderberg
%J Utbildning & Demokrati : Tidsskrift f£¿r Didaktik och Utbildningspolitik
%D 2011
%I ?rebro University
%X The Young Masters Programme provides young people around the worldwith a net¨Cbased global¨Clocal learning environment for sustainable development. The present study investigates certain aspects of the implementation of this programme in the secondary schools of a Swedish municipality, in the context of the Lund Calling project. The research focuses on critical abilities to act globally, referred to as ¡°knowledge capabilities¡±, and how they relate to the implementation process of initiating global learning for sustainabledevelopment (GLSD). A phenomenographic approach and semi¨Cstructuredinterviews were used in the investigation of the experiences of secondary school pupils, teachers and headmasters who participated in the project. Participants¡¯ experiences of the changes carried out are described in relation to examples of knowledge capabilities needed for GLSD. Critical knowledge capabilities found to have been developed through the implementation were: to take command, and to collaborate. Critical knowledge capabilities perceived asnecessary, but not developed through the programme were: to be prepared, to act in a transdisciplinary manner, and to lead for a holistic understanding.
%K global learning
%K sustainable development
%K critical knowledge
%K capabilities
%K global classroom
%K phenomenography
%U http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2011/Knowledge%20capabilities%20for%20sustainable%20development%20in%20local%20classrooms%20-%20local%20challenges.pdf