Taking on a Critical Approach to Global Justice Issues Teaching: Perspectives from Swedish Teachers

Tryggvason, Ásgeir, Sund, Louise and Pashby, Karen ORCID: https://orcid.org/0000-0002-9967-8262 (2025) Taking on a Critical Approach to Global Justice Issues Teaching: Perspectives from Swedish Teachers. Nordic Journal of Education and Criticism, 11 (1). pp. 209-225.

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Abstract

This article aims to identify and shed light on areas of possibility and barriers for teachers who want to take on a critical approach to global justice issues (GJI). Fifteen upper secondary school teachers from four schools in Sweden participated in focus groups and discussions during a workshop on decolonial and critical approaches to teaching GJI to explore possibilities and challenges. Participants understand critical approaches as those that challenge mainstream perspectives and see this as both difficult and necessary. They express that there are plenty of opportunities and support to take such an approach in the existing curriculum but also note school-level challenges such as a crowded curriculum and assessment-focused culture. Participants find it difficult to engage the current generation of students in recognising and interrogating mainstream approaches and also in linking local and global responsibilities and concerns whereby GJIs can feel either “too close” or “too far away.” Yet, these teachers are highly motivated to take up the challenge and innovate their teaching accordingly. The research contributes to understanding the possibilities and potential foreclosures regarding how teachers approach GJIs in their classrooms. Overall, our research highlights the need to support, develop and sustain reflexive approaches.