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Pa 1970 og 80-tallet var pedagogikken engasjert i sosiale bevegelser og politiske saker, som miljo- og fredsbevegelsen. Dagens politisk-sosiale saker, som utdanning for baerekraftig utvikling (UNESCO), har fatt langt mindre gjennomslag, selv om Norge holder en hoy profil i internasjonal sammenheng. I denne artikkelen sammenligner jeg Norges og Sveriges tilnaerming til FN-prosesser som Agenda 21 og tiaret for utdanning for baerekraftig utvikling, og diskuterer mulige forklaringer pa den svake oppfolgingen av Rio-prosessen i Norge. En mulig forklaring, som flere har pekt pa, er den stadig tettere sammenhengen mellom norsk politikk og oljeutvinning. Sterkere oppmerksomhet omkring okologiske og okonomiske sammenhenger vil vaere vanskelige a sammenholde med ideen om det norske «oljeeventyret», og kan lede til beklemmende sporsmal som er vanskelige a handtere, for eksempel i skolen. Utgangspunktet for artikkelen er likevel at det ligger et stort, ubrukt potensial i pedagogikkfaget til a belyse og arbeide med denne type sporsmal.  ABSTRACT English title: "Norway is way ahead of most countries in this area": Education for Sustainable Development in Norway and Sweden Back in the 1970s and 80s, it was quite common to observe a strong commitment to social movements and political causes in educational settings. The socio-political issues of our current time, however, receive much less attention. In a Norwegian context, this lack is notable with respect to education for sustainable development (ESD) as promoted by UNESCO – although Norway tends to hold a high profile internationally in these matters. In this article I compare the respective approaches of Norway and Sweden to United Nations’ initiatives such as Agenda 21 and the Decade for Education for Sustainable Development, and discuss possible explanations for the weak implementation of these processes in Norway. One possible explanation, pointed out by several researchers, is the close connection between Norwegian politics and the extraction of oil and gas. Indeed, increased attention to the relationship between ecological and economic factors would disturb the narrative of the miraculous, Norwegian «oil adventure», leading to disturbing questions that might become difficult to handle in a school setting. Even so, the article builds on the premise that there is a great, unused potential in the educational tradition to elucidate and work on this type of questions.

«Norge ligger på dette området langt fremme i forhold til de fleste land»: Utdanning for bærekraftig utvikling i Norge og Sverige