ABSTRACT
This chapter offers a glimpse from a classroom in which the teacher has the aim of organising an authentic education in the sense that it allows the students to act as political subjects. From a didactical perspective, it describes how a teacher directs a teaching that acknowledges the inevitable link between knowledge and values. Furthermore, with the help of a pragmatic perspective, we can see how these two aspects of the students’ meaning-making closely interact. Simultaneously, we get a deeper insight into how an environmental and sustainability education based on freedom and democracy renders opportunities for the students to declare personal relations to the content at hand, but also how this freedom is ultimately achieved through mutual encounters in-between them. The chapter has gained inspiration from a previously published scientific study in this area.
