The aim of this paper is to contribute to an understanding of the school strikes for climate, initiated in August 2018 by the Swedish student Greta Thunberg, soon to become a global social movement involving hundreds of thousands of students. I examine 10 speeches of Thunberg as recontextualizations of environmental ethical values that have been formulated within the context of United Nations. With this approach, guided by an ethical and educational interest grounded in moral education, and informed by conceptions of (...) Seyla Benhabib, this paper demonstrates how students become democratic citizens appropriating the concern for future generations as a cosmopolitan claim in a resistance to exclusions from current politics. (shrink)

ABSTRACT Norway has a complex, even paradoxical, relationship to the United Nations Agenda 2030 and its 17 Sustainable Development Goals. It makes considerable financial contributions to the United Nations and has strongly supported the establishment of the sustainability agenda aimed at promoting global equity and mitigating the ecological and climate crises. Norway is also a prominent petroleum-producing nation. The Norwegian position is explored using an approach that emphasizes justice and education in the sustainability agenda. Three key texts are studied. The (...) first is the objectives clause in the Education Act, the second is an address by then prime minister Erna Solberg at the annual conference of the Confederation of Norwegian Enterprise, and the third are educational assignments published by the Norwegian Petroleum Museum addressing sustainability and climate change. What is decisive is how specific facets of justice are emphasized in ways that detach Norway from tensions, contradictions, and dilemmas involved. (shrink)

The Norwegian high-school drama series Skam is produced and published by the Norwegian Broadcasting Corporation, a publicly funded institution distinguished by an explicit obligation to the public interest, not only serving their audience as consumers but even as citizens. Generally, the normativity expressed in Skam may be summarized by treating all with respect, involving not only moral considerations of what is right, but also ethical conceptions of what is good, offered, opened up and obstructed by the living social order established (...) there. In season three, given attention here, the plot revolves around issues concerning same-sex relationships, mental disorder and religion. Here Skam becomes interesting for the field of moral education, elaborating on how to encounter the challenges of pluralistic societies that undergo continuous changes and in which common values have become open questions. In this paper attention is drawn toward Skam’s ethical dimension, considering Skam as an instance of public moral education. Faced with tensions, hindrances and conflicts, the norm of treating all with respect, irrespective of how trivial it may appear outside of context, becomes loaded with meaning, while the actualization of the good life is at risk. Appalling is the way hegemonic religion is transformed in the living social order. Decisive is the active role taken by the youths in the series, recontextualizing the norm. The social order here is not a static, given condition, but a continuous, moving, cultivating project. In that respect, a certain democratic aspect of the public moral education of Skam also becomes visible. Together, the youths portrayed in the series seem to accommodate a variety of expressions of life emerging within their community. (shrink)

See introduction in the uploaded document.