Education “through” sustainable development in Swedish school-age educare – exploring how SAEC is responding to ESD in daily practices

Abstract

ABSTRACT This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visited, as well as different approaches to education for sustainable development within SAEC. The cases show activities related to traditional outdoor environmental education, to social justice and global issues, and also as meaning making through play-based activities. The results were further analysed in relation to core concepts within extended education as well as ESD, exploring the “missing link”, but also new possibilities of ESD when part of an extended educational practice. The main conclusion of the analyses is that SAEC activities related to ESD offers education through sustainable development by active participation in various forms and contexts, as also currently suggested in policy and by scholars. By explicitly focusing ESD in the educational context of Swedish school-age educare, a missing link in this area of research was pinpointed paving the way for further research, and increased awareness in practice.