Utbildning för social hållbarhet. En kvalitativ fallstudie om lärares upplevda effekter av YesWeAre:s läromedel i Nairobi

Sammanfattning

In response to the global challenges, the United Nations introduced Agenda 2030 as a globalaction plan to work towards sustainable development and a sustainable future. TheSustainable Development Goals of Agenda 2030 are universal and require both global andlocal efforts in order to be achieved. Education, and particularly Education for SustainableDevelopment (ESD), is considered a cornerstone in this work.Kenya is a country facing challenges in achieving the goals due to deeply rooted corruption.The corruption in the country is not only regarded as an economic issue, but also contributesto severe social challenges. ESD can therefore be considered especially important in thiscontext.The aim of this study is to examine teachers’ perceived impacts of the ESD-inspirededucational material YesWeAre in schools in Nairobi. The study therefore seeks to contributeto an understanding of how the values and competencies the educational material promotesare translated into practice within the schools. This has been done through a qualitative casestudy by interviewing teachers from schools collaborating with YesWeAre, as well throughparticipant observations within the school environment. Using inclusion and integrity astheoretical frameworks to examine teachers’ perceived changes in students’ behaviors andactions in relation to these two concepts.The results indicate a generally positive perceived change among students' behaviors andactions in relation to values connected to the study’s theoretical frameworks, such asempathy, respect, self- and emotional awareness, honesty and standing up for what is right.