Interaktionen mit Schulkindern im Kontext von Nachhaltigkeit. Eine praxeologische Untersuchung zu Subjektivierungsprozessen
摘要
This article takes an ethnographic approach to the research question of how primary school pupils are addressed in everyday practice in education for sustainable development (ESD) in cooperations between schools and non-formal learning settings and how they respond to this. The subjectification practice thus defined is systematized in its forms using grounded theory and linked back to debates about the instrumentalization of ESD—and the accompanying tendencies toward individualization and trivialization. Analytically, this reveals practices that not only accentuate individual agency but also make the others surrounding primary school pupils explicitly unaccountable in various ways.