Scaling and Subjectification in an ESD Educational Project

Abstract

The aim of the article is to investigate, in the light of the emphasis laid on scaling by UNESCO (UNESCO, 2014a), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is carried out through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). The ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constricts scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.