Swedish school leaders are shifting toward 'eco-thinking'—here's how
A study of Swedish principals reveals practical methods for embedding environmental consciousness into school culture, moving beyond self-interest to collective wellbeing. As educators worldwide grapple with climate literacy and sustainability mandates, these findings show how institutional leadership can drive the mindset changes needed to create systemic environmental action.
Originaltitel: Nurturing Eco-thinking by Leading and Learning from the Future as It Emerges
<p>This chapter explores what it means for Swedish principals to live well in a world worth living in for all and how such a world can be realised within Swedish schools and pre-schools. In the study on which the chapter is based, we have used the theory of practice architectures, and the concept of “presencing” found in Theory U, to detect and describe what we here refer to as emerging practices. The empirical data comprise 12 semi-structured interviews with principals participating in the Swedish National School Leadership Training Programme. As a result of the study, we can provide examples of current ongoing, as well as imagined, future practices. In addition, we are able to share results of our search for signs of presencing processes: examples of activities by which principals nurture praxis and practice transitions that incorporate a shift from ego- to eco-thinking.</p>