Beniamin Knutsson – författare

The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory.

The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory.

Education for Sustainable Development (ESD) is recurrently depicted as an enterprise that unites humanity in a common pursuit of a more just and sustainable world. But how is this enterprise pursued on a planet that is enormously unequal? Drawing on biopolitical theory and rich empirical data from different contexts around the world, this book explores how ESD is unpacked depending on whether people are rich or poor. The book demonstrates how ESD is adapted to the lifestyles and living conditions of different populations. The implication of this depoliticized sensitivity to local ‘realities’, the book argues, is that inequality becomes accommodated and that different responsibilities are assigned to rich and poor. Ultimately, the book considers alternatives to this biopolitical divide.