Traditionally, Sweden has a more centralised approach to change compared to a more decentralised approach in Denmark. Accordingly, the interplay between the State, the individual and private initiatives has differed over the past half‐century, and this has given rise to interesting effects on the development of environmental education as well as ESD.
The discussion of their development in Sweden draws on historical, political and organisational perspectives, while for Denmark, we focus on how these perspectives relate to a series of challenges; for example, the epistemological challenge of the development of environmental education that resulted in ‘the new generation of environmental education’, and the effects of taking an action competence approach to environmental education.
Hent artikel om udviklingen af Miljøundervisning i Danmark og i Sverige her.
Democracy has strong roots in all the Nordic countries and is a feature of everyday life and thinking in schools. If there is one aspect common to the background of the development of environmental education in both countries, it is the pervading belief in democracy.
Moreover, the most important and innovative educational research related to environmental education has taken place in close cooperation with explicitly democratic school development processes and projects.
For example, at a fairly early stage in the development of environmental education in Denmark and Sweden, both countries became members of the Environment and School Initiatives (ENSI) network for school development and research …
The progressive development of environmental education in Sweden and Denmark
Soren Breiting & Per Wickenberg
Environmental Education Research Volume 16, Pages 9-37. 2010 – Issue 1: Democracy and Values in Environmental and Sustainability Education: Research Contributions from Denmark and Sweden
Of Further relevance: weec2022.org