Till Örebro universitet

Society is currently facing and experiencing a fundamental environmental and social climate-related crisis. Despite this, many groups in society are either opposed to or sceptical about various sustainability reforms, research on the climate crisis and other environmental issues. This article aims to clarify the underlying logic of how and why some young people express resistance, and how habits, values and identity contribute to negative emotions and doubts about sustainable development, climate change and the current environmental crisis. The analysed data originates from an internet forum where young people can discuss political matters. First, through a qualitative inductive content analysis, four tensions were identified that either led to or were manifested as resistance. Second, a deductive content analysis was conducted based on Bourdieu’s forms of capital. The results show that resistance was often manifested as a defence of economic advantage and a fear of losing or experiencing a low cultural or social capital in the process of sustainability. Due to these fears other groups, such as women, immigrants and urban populations, were blamed by those who saw themselves as disadvantaged in a sustainable transformation.

It is often assumed that young people are concerned about sustainable development and a sustainable future, although this is not always evident when teaching complex issues that are morally and politically valueladen. This study uses ethnographic methods, including participatory classroom observations and group interviews, to understand the conflicts of interest that are expressed in young people’s dialogue on sustainability issues. Three main conflicts of interest are identified in this context: between self and others, present and future, and centre and periphery. This article raises questions about how teachers can manage conflicts of interest didactically to encourage more pluralistic dialogue and, ultimately, young people’s engagement in sustainability issues.