Jill Tove Buseth

• Øyehaug, Anne Bergliot; Buseth, Jill Tove & Didham, Robert J. (2026). Education for Sustainable Development (ESD) in Teacher Education: Pre-Service Teachers’ Perspectives on Interdisciplinary Learning | Springer Nature Link. I Skarstein, Frode & Wolff, Lili-Ann (Red.), Sustainability and Science Education. Springer Nature. ISSN 9783032244086. s. 109–135. doi: 10.1007/978-3-032-24408-6_6. Fulltekst i vitenarkiv Vis sammendrag

  Teachers’ knowledge about sustainable development (SD) and their use of teaching methods in this theme plays a crucial role in education for sustainable development (ESD). In this study, our aim was to explore pre-service teachers’ pedagogical capacity in ESD, and we interviewed 12 pre-service teachers specialising in science and social studies from one Norwegian teacher education institution. When interpreting the data within an interdisciplinary framework of teachers’ pedagogical capacity, two main themes emerged: (1) interdisciplinary and disciplinary content knowledge about sustainable development (SD), and (2) interdisciplinary pedagogical knowledge in ESD. The informants referred to several relevant perspectives from the content of SD, and especially pre-service teachers specialising in social studies showed great insight into the complexity of SD perspectives. Moreover, the pre-service teachers suggested several similar general teaching approaches in ESD, like engaging students in authentic issues and familiarising themselves with special interest groups. Especially the pre-service teachers specialising in science also reflected about the connections between multiple subject perspectives in SD and how to use these connections to develop ESD learning activities.

• Book, Pauline; Buseth, Jill Tove; Flatekval, Eli; Haugen, Eldrid Tonette Rusdal; Knævelsrud, Ingeborg & Nomerstad, Ann-Therese Dalbakk [Vis alle 7 forfattere av denne artikkelen] (2026). Tverrfaglige møteplasser og utvikling av transformative fagfellesskap for bærekraftsundervisning i lærerutdanningen. Nordic Journal of Comparative and International Education (NJCIE). 10(2), s. 1–26. doi: 10.7577/njcie.6614. Fulltekst i vitenarkiv Vis sammendrag

  Denne studien undersøker hvordan organiserte tverrfaglige møteplasser i lærerutdanningen kan fungere som første steg mot transformative fagfellesskap for undervisning for bærekraftig utvikling (UBU). Bakgrunnen for studien er gapet mellom behovet for tverrfaglige kompetanser hos lærerstudenter som skal undervise i tverrfaglige tema i skolen, og utfordringen med implementering av tverrfaglighet i lærerutdanningen. Teoretisk bygger artikkelen på forståelser av bærekraftig utvikling som et overordnet, tverrfaglig perspektiv koblet til transformative utviklingsprosesser. Kritisk refleksjon, dialog, erfaringer og kontekst, løftes frem som sentralt, tett koblet til dialog som samtalepraksis der meningsmangfold og gjensidig anerkjennelse kan drive utvikling. Vi haranvendt et eksplorativt, kvalitativt, deltakende metodedesign med kollektiv kvalitativ analyse av lydopptak fra tverrfaglige arbeidsmøter mellom lærerutdannere. Forskerne i denne studien er dermed samtidig deltakere, noe som gir et innenfra-perspektiv og belyser interaksjonelle prosesser i utviklingen av tverrfaglig UBU. Analysen viser at lærerutdannere bruker møteplassene til å utforske sentrale bærekraftsbegreper (handlingskompetanse, systemforståelse, kritisktenkning, perspektivtaking). Transformative trekk ved dialogene kjennetegnes av både anerkjennelse (bygging på hverandres ideer, åpenhet og nysgjerrighet), og motstand (stillhet, kritiske spørsmål, kolliderende perspektiver), noe som skaper meningsmangfold. I diskusjonen tolkes slike dialogmønstre som kjernen i transformative prosesser, der kritisk refleksjon, delte erfaringer og emosjonelt engasjement kan utfordre og utvide referanserammer. Konklusjonen er at organiserte tverrfaglige møteplasser blant lærerutdannere har potensial for utvikling av tverrfaglig UBU, som del av bevisst arbeid med å gjenkjenne og styrke transformative dialoger i fagfellesskap. Overordnet gir artikkelen innblikk i hvordan lokale praksiser i norsk lærerutdanning kan belyse internasjonale utfordringer knyttet til implementering av utdanning for bærekraftig utvikling, og synliggjør samspillet mellom institusjonelle, nasjonale og globale diskurser gjennom lærerutdanneres dialoger. Gjennom et deltakende og eksplorativt design bidrar studien til komparative utdanningsdebatter ved å styrke innsikten i hvordan transformative læringsfellesskap kan utvikles i møte mellom lokale erfaringer og globale bærekraftperspektiver

• Meissl, Max Elias; Kowasch, Matthias & Buseth, Jill Tove (2025). Ecological sustainability in Austrian and British geography textbooks. J-Reading: Journal of Research and Didactics in Geography. ISSN 2281-5694. s. 93–109. doi: http:/www.j-reading.org/index.php/geography/article/view/432. Fulltekst i vitenarkiv Vis sammendrag

  This paper discusses and compares the thematic representation of ecological sustainability in the frame of education for sustainable development (ESD) in British and Austrian lower secondary geography textbooks. Two textbook series from each of the two countries have been selected and analyzed by using a qualitative content analysis. The findings suggest a topical focus of the Austrian textbook series on the subject of agriculture in connection to resource use, whereas the British sample emphasizes topics related to the Earth’s service function (Maude, 2014). The British textbooks offer a problem-based and contextualized approach to topics related to ecological sustainability, which corresponds to ESD claims. The Austrian textbooks, on the other hand, provide neither sufficient reference to geographical content knowledge regarding climate change and global warming, nor enough contextual information to facilitate a comprehensive understanding of ecological sustainability issues. Both textbook series reveal shortcomings with regard to addressing learners’ experience realms, and fail to establish a connection between consumer behavior, production processes and associated negative repercussions on climate and the environment. Finally, all textbooks demonstrate a lack of pluralistic, and in particular ecocentric, views

• Buseth, Jill Tove; Didham, Robert J.; Høvik, Knut Øystein; Martinsen, Marianne & Øyehaug, Anne Bergliot (2025). Exploring teacher educators’ views on interdisciplinary teaching: a cross-disciplinary study of interdisciplinarity for sustainability education. Acta Didactica Norden (ADNO). 19(2), s. 1–23. doi: 10.5617/adno.11405. Fulltekst i vitenarkiv Vis sammendrag

  2020 saw the implementation of a revised national curriculum in Norway, called the Knowledge Promotion (LK20). The new curriculum includes three interdisciplinary topics that should be integrated in teaching across subjects: public health and life skills, democracy and citizenship, and sustainable development. Interdisciplinary teaching has the potential to inspire future teachers to take an active role in solving existing and future societal challenges, such as those highlighted in LK20. This study looks at teacher educators’ views on interdisciplinarity and interdisciplinary teaching – particularly in a Sustainability Education (SE) / Education for Sustainable Development (ESD) context. Focus group interviews were conducted with a representative number of teacher edu-cators (3–4) from six subject areas. In the interviews, participants reflected on what interdisciplinarity and interdisciplinary teaching implies, their own competencies and responsibilities in interdisciplinary teaching, and finally factors that strengthen or hinder interdisciplinary collaboration. A theoretical alignment with ESD frameworks that ac-knowledge a central pedagogical role of interdisciplinary learning, were utilised to iden-tify key elements of analysis. The findings of this study suggest that although teacher educators from different subjects had a similar understanding of interdisciplinary edu-cation, there were differing perceptions of the level of responsibility individual subjects hold for integrating interdisciplinary teaching. Most teacher educators see interdisci-plinary teaching as an important skill for future teachers, and an important method of teaching for the purpose of addressing future societal challenges, such as those high-lighted in ESD. They also expressed opinions about the central role of interdisciplinary learning in supporting the achievement of various sustainability competencies. While participants recognise the value of interdisciplinary teaching approaches, they also point to institutional weaknesses as hindrances for such collaboration

• Buseth, Jill Tove (2020). Narrating Green Economies in the Global South. Forum for Development Studies. ISSN 0803-9410. s. 1–23. doi: 10.1080/08039410.2020.1858954. Fulltekst i vitenarkiv Vis sammendrag

  This paper discusses how persisting, powerful narratives inform and shape the green economy in the Global South. Green economy strategies often evolve around market-based and technological solutions to the planetary crises, particularly in industrialized countries. In developing countries with rich resource bases, however, green transitions often imply various forms of modernization of the ways in which natural resources are managed, utilized and controlled. This, I argue, is a result of the process in which the green economy agenda is shaped by elites through narratives that feed into and inform green economy discourses and policies in resource-rich countries in the Global South. While much literature discusses variegated green economy schemes in the Global South and their outcomes, this paper discusses how these practices and policies are driven by powerful narratives that essentially shape green economy agendas. I argue that a persisting neo-Malthusian narrative of resource scarcity, degradation and overpopulation co-exists with a resource abundance narrative, holding that pristine natural resources are vast, but under threat, and that capital, ‘know-how’ and technology can protect and develop these resources while at the same time accumulate economic growth. As a result, the green economy in the Global South is often narrated and imp

• Bergius, Mikael & Buseth, Jill Tove (2019). Towards a green modernization development discourse: The new green revolution in Africa. Journal of political ecology. 26(1), s. 57–83. doi: 10.2458/v26i1.22862. Fulltekst i vitenarkiv Vis sammendrag

  Since the Rio+20 conference, 'greening' economies and growth has been key in international politics. Leading policy actors and businesses frame the emerging green economy as an opportunity to realize a triple-bottom line – people, planet and profit – and support sustainable development. In practice, two key trends stand out: in the global North, the main component of the green shift seems to imply technological and market-based solutions in the renewable energy sector. While this is also important in the global South, here green economy implementation is often interpreted as environmental protection along with modernization of, and shifts in access to and control over, natural resources ('green sectors'). In the case of the latter, combined with persisting high rates of poverty, we claim that the post-Rio+20 context has revitalized a 'green' version of modernization to become the leading discourse and approach within international development; namely green modernization. A wide range of development initiatives across the global South – with significant support from international businesses amidst a general private turn of aid – are framed in this light. We use the new, Green Revolution in Africa to illustrate how modernization discourses are reasserted under the green economy. What is new at the current conjuncture is the way in which powerful actors adopt and promote green narratives around long-standing modernization ideas. They recast the modernization trope as 'green.' In particular, we focus our discussion on three linked components; technology and 'productivism', the role of capital and 'underutilized' resources, and, lastly, mobility of land and people.

• Buseth, Jill Tove (2017). The green economy in Tanzania: from global discourses to institutionalization. Geoforum. ISSN 0016-7185. 86, s. 42–52. doi: 10.1016/j.geoforum.2017.08.015. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this paper is to examine the transfer of the green economy from a global discursive level to institutionalization at the national level in Tanzania. While there is a growing amount of research discussing technological aspects of the green economy, less attention has been paid to policy implications and governance aspects, especially in developing countries. There is an increasing emphasis on technological and market-based solutions to environmental challenges globally and in the developed part of the world. However, in developing countries, ‘green growth’ often implies transformed control over natural resources – under schemes that are often driven from abroad. Over the last five to ten years, investments aimed at increasing productivity in the rural agricultural sector in developing countries have become a focus area of the green economy, but various concepts of green have become confused. Such (mis-) interpretation of the green economy has consequences for implementation and outcomes of various ‘green’ projects. Drawing on governmentality as well as the concept of institutional bricolage, I examine how the green economy discourse and policy at the global level have been re-shaped and re-interpreted to fit the existing agri-business initiative of the Southern Agricultural Growth Corridor of Tanzania (SAGCOT), which has been championed as a model for green economy implementation in Africa. I discuss how the green discourse has been ‘grabbed’ as an opportunity to ‘greenwash’ SAGCOT in its establishment and institutionalization.

• Benjaminsen, Tor A; Alinon, Koffi; Buhaug, Halvard & Buseth, Jill Tove (2012). Does climate change drive land-use conflicts in the Sahel? Journal of Peace Research. ISSN 0022-3433. 49(1), s. 97–111. doi: 10.1177/0022343311427343. Fulltekst i vitenarkiv Vis sammendrag

  While climate change scenarios for the Sahel vary and are uncertain, the most popularized prediction says there will progressively be drier conditions with more erratic rainfall. According to some, an increase in violent conflicts over scarce resources should also be expected. This article investigates the climate–conflict nexus in detail, focusing on a distinct area at the heart of the Sahel, the inland delta of the Niger river in the Mopti region of Mali. Two complementary analytical approaches are applied. The first consists of collection and analysis of court data on land-use conflicts, 1992–2009, from the regional Court of Appeal in Mopti. A comparison of the conflict data with statistics on contemporaneous climatic conditions gives little substance to claims that climate variability is an important driver of these conflicts. Second, we carried out a qualitative analysis of one of the many land-use conflicts in the region. Again, we find that factors other than those directly related to environmental conditions and resource scarcity dominate as plausible explanations of the violent conflict. We argue that three structural factors are the main drivers behind these conflicts: agricultural encroachment that obstructed the mobility of herders and livestock, opportunistic behavior of rural actors as a consequence of an increasing political vacuum, and corruption and rent seeking among government officials.

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• Øyehaug, Anne Bergliot; Buseth, Jill Tove & Didham, Robert J. (2026). Er fremtidens lærere klare for tverrfaglig undervisning om bærekraft? Fulltekst i vitenarkiv Vis sammendrag

  Arbeid for en bærekraftig framtid er en av skolens viktigste oppgaver. Skal framtidens lærere lykkes med skolens bærekraftsoppdrag, trenger de også trening i å bruke fagene i sammenheng med hverandre.

• Løfblad, Åse Wedø; Buseth, Jill Tove; Mølstad, Christina Niemi; Vestby, Stian; Kjørven, Ole Kolbjørn & Markeng, Synnøve [Vis alle 38 forfattere av denne artikkelen] (2025). Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013?fbclid=IwY2xjawQ557pleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeTSA5OfTw61ApyWbm7JXXcExAT-H4uI9U7ndr8v2lF02OUZ0xBQLC61mOAGg_aem_B1VQaG05Q8KC3_Qx3F8fVw. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2025). Rom for geografisk tenkning: undervisning om vindkraftkonflikten på Fosen som eksempel på bærekraft, medborgerskap og demokrati. Fulltekst i vitenarkiv
• Løfblad, Åse Wedø & Buseth, Jill Tove (2025). Debatt, Hamar kommune | Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013. Fulltekst i vitenarkiv
• Buseth, Jill Tove; Klein, Jørgen; Wikan, Gerd Nora & Høvik, Knut Øystein (2025). "Global South" and "Global North" in teacher education: A critical discussion of a longstanding partnership between Norwegian and Namibian institutions in higher education. Fulltekst i vitenarkiv
• Buseth, Jill Tove; Øyehaug, Anne Bergliot; Didham, Robert James; Høvik, Knut Øystein & Martinsen, Marianne (2024). Lærerutdanneres syn på tverrfaglighet i lys av bærekraftskompetanser. Fulltekst i vitenarkiv
• Buseth, Jill Tove & Didham, Robert James (2023). Sustainabilty teaching in Teacher Education. Fulltekst i vitenarkiv
• Øyehaug, Anne Bergliot; Buseth, Jill Tove & Didham, Robert J. (2023). Sustainability teaching in teacher education. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2023). “A MATTER OF LIFE AND DEATH” Urban rural food security concluding panel. Fulltekst i vitenarkiv
• Høvik, Knut Øystein; Øyehaug, Anne Bergliot; Buseth, Jill Tove & Didham, Robert James (2023). Teacher educators and their views on interdisciplinary teaching. Fulltekst i vitenarkiv
• Buseth, Jill Tove; Holmarsdottir, Halla Bjørk; Haaland, Hanne & Leer-Helgesen, Arnhild (2023). Er det bistandsmidler som skal sikre kvalitet i norsk høyere utdanning? 3. oktober 2023. Fulltekst i vitenarkiv
• Sundsback, Karin Catharina; Malonæs, Tine Petersen & Buseth, Jill Tove (2023). Didaktikk for å dekolonisere epistemologier i høyere utdanning: globalhistorie som tverrfaglig tilnærming i lærerutdanningen. Fulltekst i vitenarkiv
• Eidsvik, Erlend; Buseth, Jill Tove; Pettersen, Anne Rakstad; Sæther, Elin; Løken, Ingrid & Sætre, Per Jarle (2023). Panelsamtale: Urolige tider i geografien? Statusrapport tre år inn i LK20. Fulltekst i vitenarkiv
• Høvik, Knut Øystein; Didham, Robert J.; Øyehaug, Anne Bergliot; Martinsen, Marianne & Buseth, Jill Tove (2023). Teacher Educators and Their Views on Interdisciplinary Teaching. Fulltekst i vitenarkiv
• Øyehaug, Anne Bergliot; Buseth, Jill Tove & Didham, Robert J. (2023). Education for Sustainable Development (ESD) in teacher education:. Fulltekst i vitenarkiv Vis sammendrag

  Teachers’ knowledge about sustainable development and their preferred teaching methods plays a crucial role in education for sustainable development (ESD). In this study, we aim to explore pre-service teachers’ pedagogical capacity in ESD or in teaching about SD. In total, 12 pre-service teachers were invited to participate in the study. The data collection was based on interviews with these pre-service teachers, concerning their content knowledge about SD and their reflections on how to teach about this. Based on an interdisciplinary framework of teacher’s pedagogical capacity and a content analysis, three main themes emerged from the data, including (1) interdisciplinary and disciplinary content knowledge in SD; (2) interdisciplinary pedagogical knowledge, general interdisciplinary ESD teaching approaches, including valuing green competencies; and (3) interdisciplinary content pedagogical knowledge; connecting perspectives in interdisciplinary ESD teaching. The pre-service teachers referred to several relevant perspectives in the content of SD, and especially the social science pre-service teachers showed great insight in the complexity of these perspectives. Moreover, they suggested several similar general teaching approaches, like engaging students in authentic issues and familiarizing themselves with a special interest group. Especially the natural science pre-service teachers also reflected about the connections between different subject and interdisciplinary content in SD and how to use these connections to develop ESD learning activities.

• Buseth, Jill Tove & Mølstad, Christina Niemi (2023). Samisk språk og kultur - alles ansvar. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2023). Panel debate: Better balance now! Introducing a new charter on improved balance in North-South partnerships. Fulltekst i vitenarkiv
• Buseth, Jill Tove & Kowasch, Matthias (2023). Political ecology of education: climate youth and indigenous activism. Fulltekst i vitenarkiv
• Klein, Jørgen & Buseth, Jill Tove (2023). Utviklingsgeografi - Tanzania mellom det globale og det lokale. I Cruickshank, Jørn & Aasetre, Jørund (Red.), Innføring i samfunnsgeografi. Fagbokforlaget. ISSN 9788245021615. Fulltekst i vitenarkiv
• Buseth, Jill Tove & Kowasch, Matthias (2022). Globale føringer og lokale kontekster: utdanning for bærekraftig utvikling, det grønne skiftet og konflikter rundt gruvedrift i Norge og Ny-Caledonia. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2022). Vitenskapsteori og metode i grunnskolelærerutdanningene utfra et samfunnsfagperspektiv. Erfaringsutveksling og diskusjon: hva, hvorfor og hvordan. Fulltekst i vitenarkiv
• Øyehaug, Anne Bergliot; Buseth, Jill Tove & Martinsen, Marianne (2022). Lærerutdanneres tanker om tverrfaglig undervisning. Fulltekst i vitenarkiv
• Rønning, Monica; Bronken, Berit Arnesveen; Kennedy, Dorthe; Haga, Ole Christoffer & Buseth, Jill Tove (2022). "Necessity is the mother of invention:" From lock-down to “lock up”: lecturers’ perspectives on “best practice” teaching methods following Covid-19 lockdowns. Fulltekst i vitenarkiv
• Buseth, Jill Tove; Greek, Martine; Skogvang, Bente Ovedie; Tavares, Vander & Kowasch, Matthias (2022). Indigenous people and the State: international perspectives on power struggles and relationships between Indigenous people and the State. Panel discussion. Fulltekst i vitenarkiv
• Vestad, Bente Knippa & Buseth, Jill Tove (2022). Perspektiver på partnerskap om tverrfaglig arbeid – student, lærer og lærerutdannerperspektiv. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2022). Grønn økonomi. I Bolstad, Erik (Red.), Store norske leksikon (snl.no 2022). Store norske leksikon. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2021). Netto null eller bare tull? [Journal]. Klassekampen. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2021). Samisk reindrift og konflikter rundt naturressurser: panelsamtale. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2018). The green economy in Tanzania: from global discourses to institutionalization. Fulltekst i vitenarkiv
• Buseth, Jill Tove & Bergius, Mikael (2018). Towards a green modernization development discourse: the new green revolution in Africa. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2018). Kunnskap om regnskogmilliardene. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2018). Et grønt skifte må svi. Fulltekst i vitenarkiv
• Bergius, Mikael; Buseth, Jill Tove; Benjaminsen, Tor A & Widgren, Mats (2017). Den norske selvgodhet. Fulltekst i vitenarkiv
• Buseth, Jill Tove & Bergius, Mikael (2017). Småbrukerne blir tapere. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2017). The green economy in Tanzania: from global discourses to institutionalization. Fulltekst i vitenarkiv
• Bjergene, Liv Røhnebæk & Buseth, Jill Tove (2016). "-Må se på motivene bak". [Internet]. forskning.no. Fulltekst i vitenarkiv
• Buseth, Jill Tove (2016). "Towards implementing a green economy in Tanzania? Discourses and realities of SAGCOT and the EcoEnergy ltd. sugar plantation in Bagamoyo, Tanzania". Fulltekst i vitenarkiv
• Buseth, Jill Tove (2016). "Large-scale agricultural growth initiatives as green economy implementation on the ground". Fulltekst i vitenarkiv
• Buseth, Jill Tove (2016). "Illusjonen om det grønne skiftet". Fulltekst i vitenarkiv
• Buseth, Jill Tove (2016). "Grønn økonomi og utvikling". Fulltekst i vitenarkiv
• Buseth, Jill Tove (2016). "The bricolage of the green economy: from global discourses to institutional implementation in Tanzania". Fulltekst i vitenarkiv
• Buseth, Jill Tove; Benjaminsen, Tor Arve & Cleaver, Frances (2019). Navigating the landscapes of 'green' : policies, discourses and institutionalizations of the green economy in the Global South. Norges miljø- og biovitenskapelige universitet (NMBU). ISSN 9788257516185. Fulltekst i vitenarkiv Vis sammendrag

  This thesis discusses policies, discourses and institutionalizations of the green economy in the Global South, and analyzes how the green economy is being implemented in the Global South particularly through the case of the new green revolution in Africa and the Southern Agricultural Growth Corridor of Tanzania (SAGCOT). The objective of the thesis is to examine how the green economy agenda is transferred from the global discursive level to implementation in the Global South and transformed in the process. The aim is to provide insights into the processes and mechanisms that guide green economy implementation in the Global South. The contribution of this study lies within the exploration and examination of how, as a global environmental discourse, the green economy translates to policy implementation and how it transforms in the process towards institutionalization in the Global South. Since the United Nations Conference on Sustainable Development, Rio+20, in 2012, “greening” economies and growth has been of key importance in international politics. Leading policy actors and businesses increasingly frame the emerging green economy as an opportunity to realize a triple-bottom line comprising people, planet and profit. A two-fold trend seems to have emerged in the global green shift. In the Global North, the green economy usually means market-based solutions and technological innovation to make energy sectors more environmentally sustainable. By contrast, in the Global South, green economy implementations often imply transformed and modernized management or utilization of – or control over – natural resources, often under schemes that are driven from abroad. While there is a growing body of research on various implementations and outcomes of the green economy, particularly technological innovations and market-based solutions, less attention has been paid to policy implications and governance aspects. This is especially the case for the Global South. For this reason, the aim of this study is to examine and discuss the processes and discursive powers that influence these trends. I apply an overall political ecology framework to understand how a global environmental discourse is translated into policies concerning the environment and natural resources. I explore how these policies are implemented in a developing country, on the basis of discursive powers and power structures. I use an overall discourse approach, especially the concepts of discourse institutionalization and governmentality, to explain how policies are formed and implemented in practice. Finally, I employ the concept of institutional bricolage to explain how the green economy has been adopted and reshaped in green economy institutionalization in the Global South. These theoretical approaches are framed in an overall critical realist epistemology. The research for this thesis has been undertaken by using a qualitative research design, and the data collection methods consisted particularly of qualitative interviews, document analysis, event ethnography, and discourse analysis. Part II of the thesis comprises three individual papers that all contribute to answering the research questions and fulfilling the study objectives. The papers discuss the implementation of the green economy in the Global South in different ways. However, common to all the three papers is the examination of how actors find new ways of opportunistically engaging with the green economy as an agenda and a discourse. All three papers explore a certain “spatial fix” element of green economy implementation in the Global South. Furthermore, they all explore some level of discourse institutionalization or influence, and draw on how discourses, informed by narratives, drive the green economy. Finally, the papers all show how a certain shift in management of natural resources is being formed by a modernization discourse under the implementation of the green economy in the Global South. This thesis extends existing research in three main ways. First, it demonstrates how discursive drivers informed by narratives influence green economy policies and agendas. Second, it examines how the green economy and the new green revolution for Africa have merged. Third, and finally, it empirically explores one example of a green economy implementation in the Global South, namely the Southern Agricultural Growth Corridor of Tanzania (SAGCOT). Based on the findings from this research, I argue that there is reason to claim that so far the green economy has not succeeded in fulfilling its ambitious targets, but rather it has led to two distinct processes when implemented in the Global South. One process is “grabbing green” and greenwashing due to the need for “spatial fixes” caused by dynamics inherent to capitalism. The other process is modernization of natural resource management, which may lead to transformed control over the use of natural resources, such as land, or transformation of agricultural practices.

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