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Education for sustainability and environment (ESE) is characterized by notions about securing the future for the world and for its inhabitants. Environmental problems are said to be solved through education and not at least through domesticating students' emotions concerning environmental and sustainable issues. In a double gesture of including "everyone" in the sustainability project, borders are draw between appropriate and unproductive emotions. Cultural politics of emotion make up the environmentally friendly person, and respectively, the risky Other – the affect alien. The desirable student is the willing child; the one who engages in sustainability – not because s/he is told to do so, but because s/he wants to. The Other is the willful child, a cultural figure who operates as a frightening example of what happens to children not willing to adapt to common will. Another "productive" emotion is happiness; a cultural obligation to be positive. Willingness and happiness become boundary markers, delineating those who deal with societal problems in a reasonable way and those who deal with them unreasonably – by being sad or angry. These are the "killjoys" not conforming to the language of hope. Instead, they seem to threaten the future by their very presence.

Human Embryonic Stem Cell (hESC) research has been described by many scholars as a controversial issue. However, in Swedish media reporting, hESC research is no longer described as contested. The aim of this paper is to explore how this research field has been normalized through discursive shifts which have had effects in terms of the lack of debatearound novel biotechnologies. The article compares the reporting of Swedish newspapers on hESC research during year 2001 and onwards. The reason for this selection is that during 2001 there was a heated debate around hESC. After that point, media reporting is characterized by a lack of debate. Therefore, Swedish media reporting makes an interesting case for understanding how an ethical controversy can end. To conceptualize the contemporary lack of media reporting and debate, this paper analyzes discourses operating in news media reports during and after 2001 through studying how different researcher/subject positions and hESC bio-identities are articulated during different times, and how these open up for different issues to be, or not to be, reported and discussed. Laclau and Mouffe's discourse theory, as well as a theoretical framework of bio-objectification inspire the analysis.The result shows how ethical and political discourses about hESC in the Swedish news media have been replaced with engineering and economical discourses. The main point is that this new discursive formation has closed opportunities for oppositional ways of talking about hESC research, for example, as an ethical issue or an area for political debate and legislation. Instead, scientific-technological-therapeutic progress has been bound to a belief in economic progress. The final part of this article discusses how this discursive change can be understood in the perspective of changing relations between the public and academia, but also how dissolving positions can open up hegemonic discourses and challenge fixed meanings.

Human Embryonic Stem Cell (hESC) research has been described by many scholars as a controversial issue. However, in Swedish media reporting, hESC research is no longer described as contested. The aim of this paper is to explore how this research field has been normalized through discursive shifts which have had effects in terms of the lack of debate around novel biotechnologies. The article compares the reporting of Swedish newspapers on hESC research during year 2001 and onwards. The reason for this selection is that during 2001 there was a heated debate around hESC. After that point, media reporting is characterized by a lack of debate. Therefore, Swedish media reporting makes an interesting case for understanding how an ethical controversy can end. To conceptualize the contemporary lack of media reporting and debate, this paper analyzes discourses operating in news media reports during and after 2001 through studying how different researcher/subject positions and hESC bio-identities are articulated during different times, and how these open up for different issues to be, or not to be, reported and discussed. Laclau and Mouffe's discourse theory, as well as a theoretical framework of bio-objectification inspire the analysis. The result shows how ethical and political discourses about hESC in the Swedish news media have been replaced with engineering and economical discourses. The main point is that this new discursive formation has closed opportunities for oppositional ways of talking about hESC research, for example, as an ethical issue or an area for political debate and legislation. Instead, scientific-technological-therapeutic progress has been bound to a belief in economic progress. The final part of this article discusses how this discursive change can be understood in the perspective of changing relations between the public and academia, but also how dissolving positions can open up hegemonic discourses and challenge fixed meanings.

Growing demands on evidence-based teaching, combined with increasing business involve-ment, constitute a transformation of education in which research and research collaborations have become commodities and selling points for companies. This article, building on interviews with 30 Swedish edupreneurs, explores how the discursive trope of the Triple Helix organises collaborations between the business sector, research, and school. In what ways do people in edu-business use research and research collaborations and what kinds of values do they expect to produce through different practices? The study identifies five approaches to research - philanthropists, influencers, ambassadors, brokers, and engineers - and describe the edupreneurs' manifold ways of using, relating to, and translating research into sellable products. Using the theoretical lens of assetization, we show how different values are produced: (1) economic - strengthening the company's brand; (2) pedagogical - changing teaching practices; (3) political - lobbying for policy change and changing public conversations; (4) academic - defining useful research and funding research, and (5) social - building networks. We conclude that the striving for Triple Helix collaborations preserves the entrepreneurial right to define useful research and providing legitimacy through the power of research, an important asset on the edu-market. ; Utbildning AB

This article unpacks the neat straightforwardness of the 'waste regime' of the circular economy of food waste and its main idea: 'waste as resource'. It explores the making of circularity by paying detailed attention to what is conceptualized as 'make-up' work, i.e. how interruptions and leaks along waste flows are handled in practice. Make-up work capitalizes on its double meaning. First, it highlights the covering of cracks needed in order to transform waste to energy. Second, make-up work pinpoints that the neatness of circularity is far from a straightforward technical system, but is continuously made. Through an interview-based study in Sweden, the article illuminates three steps of transformation of food waste into the commodity of biogas, analysing the material and cultural transformations, showing that the micro-management of preventing such interruptions is crucial. Problems such as lack of or misfit material, difficulties in sorting the substrate effectively, over/underproduction of gas and the political decisions steering the conditions for supply and demand are equally crucial and pose the threat that the production will be viewed as inefficient. Based on these results, the article emphasizes the need to problematize the paradigm of the circular economy and the zero-waste regime, on the one hand, and to recognize the work involved in striving for a sustainable society, on the other.

This article unpacks the neat straightforwardness of the 'waste regime' of the circular economy of food waste and its main idea: 'waste as resource'. It explores the making of circularity by paying detailed attention to what is conceptualized as 'make-up' work, i.e. how interruptions and leaks along waste flows are handled in practice. Make-up work capitalizes on its double meaning. First, it highlights the covering of cracks needed in order to transform waste to energy. Second, make-up work pinpoints that the neatness of circularity is far from a straightforward technical system, but is continuously made. Through an interview-based study in Sweden, the article illuminates three steps of transformation of food waste into the commodity of biogas, analysing the material and cultural transformations, showing that the micro-management of preventing such interruptions is crucial. Problems such as lack of or misfit material, difficulties in sorting the substrate effectively, over/underproduction of gas and the political decisions steering the conditions for supply and demand are equally crucial and pose the threat that the production will be viewed as inefficient. Based on these results, the article emphasizes the need to problematize the paradigm of the circular economy and the zero-waste regime, on the one hand, and to recognize the work involved in striving for a sustainable society, on the other.

Public engagement in biotechnology has declined as cloning, genetic engineering and regenerative medicine have become socially and culturally normalized. Zooming in on existing bio-technological debates, this article turns to contemporary genetic art as sites for ethical reflections. Art can be viewed as an 'imagination laboratory', a space through which un-framing and rupturing of contemporary rationalities are facilitated, and, in addition, enabling sense-making and offering fantastic connec- tions otherwise not articulated. In this article, the framework of 'bio-objectification' is enriched with Bennett's (2001) notion of enchantment and the importance of wonder and openness to the unusual, in order to highlight alternative matters of concern than articulated through conventional politico-moral discourse. Drawing on a cultural sociological analysis of Eduardo Kac's Edunia, Lucy Glendinning's Feather Child, Patricia Piccinini's Still Life with Stem Cells and Heather Dewey- Hagborg's Stranger Visions, we discuss how the intermingling of art, science, critics, art historians, science fiction, internet, and physical space, produce a variety of at- tachments that this article will unpack. The article demonstrates that while some modern boundaries and rationalities are highlighted and challenged through the 'imagination laboratory' of the art process, others are left untouched.

This article analyses how 'eco-certified children' are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become 'natural' and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault's notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children's books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectiv- ity and faith in technological development. It emphasizes the right of the individ- ual and the obligation to make free, however 'correct', choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language.

Today is the term "Education for Sustainable Development" (ESD) tainted by with notions of the "exemplary life" and "desirable future". This practice is exercised in school all over the world. The aim with the paper is to unveil how teaching materials in ESD are governing students through different technologies of the self. The paper departs from the idea that discourses decide what is possible to think, say and do in a specific historical and cultural context. To understand how these discourses are internalised into peoples thinking, saying and doing we study a process of governmentality. This process must be understood on three levels: Political rationalities; Political programs; Technologies of the self.Our paper problematizes the concepts of "the good person" and "the exemplarily life". We are analysing three different types of teaching material often used in ESD. One criterion for the choice is that the material use science and mathematical calculations for the represen-tation of sustainable development, since we are interested in how these rationalities are used in the process of governmentality.The teaching material is analysed through discourse analysis.In the result can we show how diagrams and mathematical calculations used in the teaching material can be understood as governing technologies for four different political rationalities: 1) Individuals are free and obliged to make choices in the modern society; 2) Everyone is responsible for a common future; 3) Belief in scientific and technological solutions; 4) Idea of the progress. Calculations and Diagrams are instruments in governing the modern human being. These – scientific – representations of ideas of how society should be organ-ised, of how an expected future can be met and how individuals should act are governing our souls, how we want to be in order to be seen as good and "eco-certified" people.

The aim of the paper is to analyse how teenagers (age 14-15) talk about body and health after a finished work with a socio-scientific issue on the same theme. How can their discussions about body, health and science education be understood in terms of a constantly ongoing identity construction, especially in terms of gender, social class, ethnicity and "studentship"? Our aim is to show how these categories intersect and produce meaning in students' talk about a topic socio-scientific issue. The paper is departing from a social theory on learning, e.g. learning and identity construction are interdependent on each other; meaning is constructed in relation to a community. Sadler (2009) has emphasized socio-scientific issues as a way to open up for communities of practice where students' identities can be expressed and they can use appropriated discourses. In this paper we intend to problematize Sadler's theories and show the complexity of students' identity construction during school work. Even if they can engage in a common issue, they are doing it in completely different ways. We will use an intersectional perspective to get deeper understanding of the relations between science learning and students identity construction. The paper also intends to discuss what subject positions that are available when students discuss a topical, political issue in the science classroom.The article is mainly built on data from focus group discussions about knowledge and values concerning body and health. Focus group 1 consisted of four girls from "Suburban school", a monoethnic school in a suburban, middle class area with high educational level. Focus group 2 consisted of four boys from the same school. Focus group 3 consisted of six girls from "Urban school", located in a multiethnic urban area with low socio-economic status, low educational level and high degree of unemployment. Focus group 4 consisted of four boys from the same school. We analyse the discussions from a discourse psychological perspective, e.g. how the students ...

Concerns have been raised about the marketization of science through the prevailing funding regime. However, the present article will discuss how it comes that the potentially marketable stem cell science is not more commercialized than what is currently the case. We approach this question by analysing discursive pluralism in defining the value of stem cells within a grant allocation process. More specifically, we focus on how the commercial imperative is challenged by other cherished values surrounding stem cell research. The case study used to discuss this is the Swedish Government's funding of stem cell research within so-called strategic research programmes. The analysis focuses on the co-existence of what we refer to as entrepreneurial, translational and basic research politico-moral discourses. How the co-existence of politico-moral discourses is possible, despite potential tensions, is investigated by drawing on the theoretical framework of bio-objectification. Specifically, we highlight how the relationship between various bio-identities and values was reorganized along the research grant allocation trajectory. We argue that there are obvious signs of temporally specific discursive shifts away from the commercial imperative in the grant allocation process. This suggests the need to study located processes, in order to understand the work of politico-moral discourses in the grant allocation process. This work contributes to an understanding of the uneven and varied impact of neoliberal policies on biomedicine.

Concerns have been raised about the marketization of science through the prevailing funding regime. However, the present article will discuss how it comes that the potentially marketable stem cell science is not more commercialized than what is currently the case. We approach this question by analysing discursive pluralism in defining the value of stem cells within a grant allocation process. More specifically, we focus on how the commercial imperative is challenged by other cherished values surrounding stem cell research. The case study used to discuss this is the Swedish Government's funding of stem cell research within so-called strategic research programmes. The analysis focuses on the co-existence of what we refer to as entrepreneurial, translational and basic research politico-moral discourses. How the co-existence of politico-moral discourses is possible, despite potential tensions, is investigated by drawing on the theoretical framework of bio-objectification. Specifically, we highlight how the relationship between various bio-identities and values was reorganized along the research grant allocation trajectory. We argue that there are obvious signs of temporally specific discursive shifts away from the commercial imperative in the grant allocation process. This suggests the need to study located processes, in order to understand the work of politico-moral discourses in the grant allocation process. This work contributes to an understanding of the uneven and varied impact of neoliberal policies on biomedicine.