| 1. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Pragmatiska studier av meningsskapande
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
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| 2. |
- Almqvist, Jonas, et al.
(författare)
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Tema: Didaktiska undersökningar
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.
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| 3. |
- Almqvist, Jonas, et al.
(författare)
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Tema: Didaktiska undersökningar
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Bengtsson, Stefan L., 1978-
(författare)
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Beyond Education and Society : On the Political Life of Education for Sustainable Development
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.
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| 5. |
- Cherniak, Brett, et al.
(författare)
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Critiquing the Role of Deliberative Democracy in EE and ESD : The Case for Effective Participation and Pragmatic Deliberation
- 2012
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This article explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there are few good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.
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| 6. |
- Do, Thao, 1988-, et al.
(författare)
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The Scaling Handbook : How to design and facilitate a scaling process
- 2021
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Bok (populärvet., debatt m.m.)abstract
- At the UNESCO World Conference on Education for Sustainable Development (ESD) in 2014, UNESCO launched the Global Action Programme on ESD (GAP) as a follow-up to UN Decade of ESD (2005-2014). The GAP puts a strong emphasis on generating and scaling concrete ESD actions in all levels and areas to accelerate progress towards sustainable development. In response to that, SWEDESD together with its partners have designed a reflective process tool to support the ESD community in their scaling efforts in order to address UNESCO’s directives – the Re-Solve scaling process tool (hereafter called “Re-Solve”). This handbook provides guidance and framework on how the tool shall be applied, thus a contribution to UNESCO’s effort in advancing the ESD agenda and accelerating progress towards sustainable development. The handbook is for anyone interested or involved in scaling ESD, i.e.: organisations, community groups, academics, students – as a stakeholder, leader, facilitator and how to create a more effective, ethical and sustainable scaling process. It is particularly addressed for those responsible for setting up, leading or facilitating a Re-Solve scaling process – the “you” of this handbook – but will be equally useful for those who would just like to know what scaling ESD is about. The handbook integrates practical instructions and facilitation tools with sound theoretical foundations to provide a coherent approach towards scaling ESD.
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| 7. |
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| 8. |
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| 9. |
- Hofverberg, Hanna, et al.
(författare)
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Crafting sustainability? : An Explorative Study of Craft in Three Countercultures as a Learning Path for the Future
- 2017
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Ingår i: Nordic Journal of Science and Technology Studies. - : NTNU Norwegian University of Science and Technology, Department of Interdisciplinary Studies of Culture. - 1894-4647. ; 5:2, s. 8-21
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Tidskriftsartikel (refereegranskat)abstract
- This article explores and seeks to identify what ‘crafting sustainability’ could mean in relation to education for sustainable development (ESD). Certain ESD craft pedagogies are explored in three countercultures (from 1900, 1968 and 2017). The empirical data consists of literature from or about these three countercultures. A broad notion of sustainability and the educational philosophies of perennialism, essentialism, progressivism and reconstructivism are used as theoretical frameworks. The findings show the countercultures’ educative craft purposes, craft skills and approaches to learning craft and the possible implications for ESD. In particular, three tensions concerning the implications of an ESD craft pedagogy are discussed.
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| 10. |
- Hofverberg, Hanna
(författare)
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Crafting Sustainable Development : Studies of Teaching and Learning Craft in Environmental and Sustainability Education
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the thesis is to contribute with new and deepened knowledge about the teaching and learning of craft when the crafting activity is considered as environmental and sustainability education (ESE). To achieve this, three objectives have been formulated: to examine what constitutes a craft subject content relevant for ESE, to examine what influences the learning process when the crafting activity is considered as ESE, and to examine how the crafting material participates in the learning process when the crafting activity is considered as ESE. The three research objectives are addressed by four studies: one literature study (Paper I) and three case studies where the empirical data is constructed through observations (video recordings) of a remake project (Papers II and IV) and an embroidery project (Paper III) in the craft subject ‘educational sloyd’ in Sweden. The main theories that the thesis draws on are Tim Ingold’s theory of making as a practice of correspondence and John Dewey’s transactional approach to meaning-making. Several methods that acknowledge learning in action are used, which makes it possible to explore how the student–material relations emerge and how both humans and more-than-humans participate in the learning activity. The findings show that a craft activity, for example a remake project, can have different purposes and pedagogies, which produce different learning experiences and sustainability outcomes. Further, I identify and distinguish a process content from a product content, which deepens our understanding of what students learn when the crafting activity is considered as ESE. By focusing on how the student–material relations emerge in the learning process – with concepts that I use and develop such as correspondence, stories, and transactant – I empirically show how the crafting material not only participates with its materiality but also creates the embodied stories that students recognise when they encounter the crafting material in the crafting activity. How humans learn in socio-material relations and what consequences these have for ESE are two key issues that are further discussed when the crafting activity is considered as ESE.
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