ABSTRACT
The ‘wicked’ character of sustainability issues points to the need for education to prepare students to make decisions (also) in the absence of clear guidelines and regulation. This chapter contributes to this need by presenting teaching approaches that offer students embodied experiences of decision-making in face of sustainability problems characterised by uncertainty and complexity. Short practical examples illuminating situations in business education at upper secondary level are provided to illuminate: (a) when different worldviews regarding how sustainability problems should or could be addressed come to the fore and (b) emancipatory educational qualities in terms of subjectification. The different worldviews that come to the fore in the practical examples relate to whether trade automatically leads to socially and environmentally optimal outcomes, and whether a business (person) should be guided by an amoral/apolitical or moral/political business ideal. The practical examples illuminate what could be described as dislocatory moments. Drawing on the concept of ‘dislocatory moments’, the chapter presents a didactic model that could be used to identify room for subjectification processes together with a change of views regarding sustainability issues. The ambition is to facilitate teachers’ development of teaching that could contribute to change for sustainability without compromising emancipatory education ideals.
