JUST TRANSITION AND ESD IN SILESIA - WPR ANALYSIS OF THE EDUCATION IN THE JUST TRANSITION POLICIES

Abstract

Aim: The aim of the study is to answer questions on the role of education in the just transition policies regarding Silesia and to analyse if it aligns with the ESD principles. The paper will answer four research questions: Is the transformative and critical character of ESD present in the just transition?; What are the represented problems that education is supposed to address; What assumptions on education come across in the documents; What is the expected role of education; What is left out regarding education in this process? Theory: The study is based on critical theory, highlighting the notions of knowledge creation, governance and problematisation. The critical theory and Bacchis WPR are set within the framework of social constructionism and poststructuralist approaches. Method: The analysis uses the critical method of What is the Problem Represented to be (WPR) by Carol Bacchi, answering a set of questions aimed at establishing what is the representation of the problem of the policies and how it came to be by analysing underlying assumptions and knowledge creation. Results: Results show that the education in policies is seen purely as a tool of resolving the problem of unemployment that mining industry might face during the just transition. The principles of critical thinking, participatory practices and emancipatory character of ESD are not present, making the programs offered there not aligning with the ESD ideas and presenting a shallow approach to education. Education is viewed only as a stepping stone for employment, further recreating the neoliberal patterns of social unsustainability.