| 11. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Globalisation and Education for Sustainable Development : Exploring the global in motion
- 2016
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 22:1, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations.
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| 12. |
- Bengtsson, Stefan L., et al.
(författare)
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Globalisation and Education for Sustainable Development : Emancipation from context and meaning
- 2013
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 19:4, s. 477-498
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Tidskriftsartikel (refereegranskat)abstract
- This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD's ideological and globalising tendency. Further, the authors of this article argue for an alternative perspective on how education policy on ESD can be seen to contribute to globalisation and homogenisation by merging two conceptualisations of globalisation as connection' and the role of empty signifiers' in political discourse. The ambition with the merger is not to provide a universal explanation of globalisation and ideology, instead, the intention is to outline an alternative theoretical outlook that allows for an empirical study of the processes that can be seen to feed into or interrupt the preservation of hegemony in a global setting.
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| 13. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Positioning controversy in environmental and sustainability education
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; , s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content.
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| 14. |
- Bengtsson, Stefan, et al.
(författare)
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Report on the symposium “speculative realism in environmental education and the philosophy of education”
- 2024
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; , s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- “Speculative Realism in Environmental Education and the Philosophy of Education” was a joint research symposium for the networks on Environmental and Sustainability Education (NW 30) and Philosophy of Education (NW 13), held at the European Conference of Education Research (ECER), 25 August, 2023, in Glasgow, Scotland. The symposium aimed to open up discussion on renewed interest in realisms in the field of philosophy, and what that might mean for education research and the field of environmental education research in particular. As backdrop, environmental education harbours strong democratic traditions as well as recognitions of relationships to a world that is composed by more than human positions and desires. The symposium then forms part of an ongoing discussion of how these positions are understood and intermingle in a rapidly changing world. The expectation of the event was to broaden discussion about the voices present in environmental education, human and otherwise, and sharpen engagement with established traditions within the field. In brief, three paper presentations and discussion by Graham Harman probed questions of: (a) the lightness and darkness of the objects of education, (b) who visibly desires which object in/as education, and (c) the risks of literalisms and correlationalisms in, for example, what is alluring to, and pursued by, educators. In other words, what we care about in and as environmental and sustainability education, what is perceived/treated as peculiar, and what is treated as normal and perverse to the realities of education in the Anthropocene, all matter to the work of speculative realism.
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| 15. |
- Berglund, Teresa, 1976-, et al.
(författare)
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Diversity in views as a resource for learning? : Student perspectives on the interconnectedness of sustainable development dimensions
- 2022
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 28:3, s. 354-381
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was to identify students representing four different, broadly coherent, views on the interconnections between sustainability dimensions, with a specific focus on the role of the economy in SD. Thereafter, focus group interviews were undertaken with the selected groups of students representing the four different views. The findings indicate a diversity of arguments in discussions of SD and the potential that this plurality brings for perspective shifting. Moreover, the economic dimension appears as central to promoting discussions that aim to examine the overall interconnectedness of sustainability dimensions. A further conclusion is that omitting the economic dimension in ESD risks excluding the core of students’ ideas of how SD may be realized.
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| 16. |
- Berglund, Teresa, 1976-, et al.
(författare)
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Separated and integrated perspectives on environmental, economic, and social dimensions : an investigation of student views on sustainable development
- 2016
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 22:8, s. 1115-1138
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Tidskriftsartikel (refereegranskat)abstract
- The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed.
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| 17. |
- Biström, Elin, et al.
(författare)
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Textbooks and action competence for sustainable development : an analysis of Swedish lower secondary level textbooks in geography and biology
- 2021
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 27:2, s. 279-294
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the affordances and limitations of textbooks for promoting action competence for sustainable development. Based on a content analysis of Swedish lower secondary level textbooks in geography and biology, we investigated how content about sustainable development is organised and formulated, the ways its multidimensional character is described, and how conflicts relating to achieving sustainability are addressed. We found that for both subjects, textbooks provided a fair amount of content about sustainable development, but that relations between its ecological, economic and social dimensions and between different subjects are routinely underdeveloped. We also found that the content about sustainable development obscures complexities and conflicts that are crucial for understanding the challenges involved with achieving sustainability, and taking action. In conclusion, we argue that such textbooks substantially limit the potential for promoting action competence for sustainable development, i.e. through cross-curricular approaches and critically assessing problem-oriented actions at collective and individual levels.
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| 18. |
- Boeve-de Pauw, Jelle, et al.
(författare)
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Teachers' ESD self-efficacy and practices : a longitudinal study on the impact of teacher professional development
- 2022
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 28:6, s. 867-885
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.
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| 19. |
- Borg, Carola, 1973-, et al.
(författare)
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Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development
- 2014
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 20:4, s. 526-551
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Tidskriftsartikel (refereegranskat)abstract
- This article describe the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions, and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational and esthetical-practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison to more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70 % of the questioned teachers stated that they need such training.
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| 20. |
- Boyd, Emily, et al.
(författare)
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Responses to climate change : exploring organisational learning across internationally networked organisations for development
- 2010
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 16:5-6, s. 629-643
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Tidskriftsartikel (refereegranskat)abstract
- Drawing from the organisational learning and governance literature, this paper assesses four internationally networked governmental and non-governmental organisations in the UK addressing climate change. We analyse how those concerned understand the climate change crisis, what mechanisms are put in place to address information flows, and what evidence there is of learning through sharing information between the organisational headquarters and their regional offices. The most striking finding is the evidence of learning that largely depends on ad-hoc informal processes and shadow networks.
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