| 41. |
- Garrison, Jim, et al.
(författare)
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The creative use of companion values in environmental education and education for sustainable development : exploring the educative moment
- 2015
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 21:2, s. 183-204
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Tidskriftsartikel (refereegranskat)abstract
- Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic transactions that occur in ways we characterize as 'other than modern.' Introducing the idea of educative moments allows us to identify situations where value spheres interpenetrate and interrogate each other in the meaning-making of students and teachers. These moments occur when students suddenly experience companion meanings and values such that teacher and student must deliberate together rather than the teacher dictating some dominating epistemological, ethical, or aesthetic value. This way, it is possible to accommodate critical and creative reflection in education where new values can emerge or evolve. We illustrate the theory by empirical examples from classroom conversations.
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| 42. |
- Gelinder, Lolita, et al.
(författare)
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Sustainable food choices? A study of students’ actions in a home and consumer studies classroom
- 2020
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:1, s. 81-94
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Tidskriftsartikel (refereegranskat)abstract
- Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) by investigating how students act in different decision-making processes during foodwork in HCS. Subsequently challenges when teaching sustainable food consumption are highlighted. The empirical material consists of video-recorded students (year 9) foodworking in an HCS classroom. Based on John Deweys philosophy, Practical Epistemological Analysis (PEA) is used to analyse how the students make choices and proceed in their work. The taste of food is decisive for how the students move on in their foodwork. Sustainability aspects are raised to some extent but do not have the same significance. It is concluded that it is complex to teach sustainable food consumption and possibilities to modify the teaching so that taste become part of the content when teaching sustainable food consumption is discussed.
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| 43. |
- Gericke, Niklas, 1970-, et al.
(författare)
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Identifying capital for school improvement : recommendations for a whole school approach to ESD implementation
- 2022
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 28:6, s. 803-825
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Tidskriftsartikel (refereegranskat)abstract
- The present study explores how school improvement in combination with a teacher professional development (TPD) project influenced the implementation of education for sustainable development (ESD) in five Swedish schools, when employing a whole school approach. Interviews were conducted with three teachers from each school. Shulman and Shulman's four forms of capital for capacity building were used as a framework for the data analysis. The impact of the project on the schools' pedagogical activities varied considerably between the schools. The transformative potential in ESD was realized to a greater extent in the schools characterized by high levels of moral capital - i.e. trust - than in the schools characterized by more individual and traditional ways of working. Three general conclusions concerning ESD implementation are drawn: 1) Prior to launching a whole school project for ESD, it is desirable to make an inventory of the capacity building capital at participating schools, and to identify contextual factors constituting external pressure on the building of capital. 2) The school improvement project and the TPD need to be locally adjusted to the available capital. 3) A strategy for adapting the project to the various external pressures needs to be developed.
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| 44. |
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| 45. |
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| 46. |
- Harring, Niklas, 1979, et al.
(författare)
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Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences
- 2018
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:6, s. 791-806
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Tidskriftsartikel (refereegranskat)abstract
- Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools.
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| 47. |
- Hasslöf, Helen, et al.
(författare)
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Critical thinking as room for subjectification in Education for Sustainable Development
- 2015
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Ingår i: Environmental Education Research. - Abingdon : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 21:2, s. 239-255
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Tidskriftsartikel (refereegranskat)abstract
- Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.
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| 48. |
- Hedefalk, Maria, 1971-, et al.
(författare)
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Didactical dilemmas when planning teaching for sustainable development in preschool
- 2021
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 27:1, s. 37-49
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Tidskriftsartikel (refereegranskat)abstract
- In this article we analyze preschool teacher students' conversations on planning teaching for sustainable development; a project. Previous research shows that teaching situations often involve strategies of achieving behavioral change; i.e. teaching "the right way" to handle garbage, and less activities allowing children to value and critically discuss sustainability issues. We take a pragmatic theoretical perspective to identify discourses on didactic choices created by teacher students during seminars. Texts in the form of transcripts of audio recordings from three seminars were analyzed, with the purpose of determining what didactical dilemmas were created in the students' discussions and in their reasoning about how to solve them. The results show a didactic dilemma common among the five groups of students. A tension between content as given, based on the curriculum, and content as created, based on children's experiences and ideas. Furthermore, the teacher students verbalized a third way of handling content, involving oscillating between given and created content. This oscillation allowed them to avoid normative teaching and instead achieve pluralistic teaching. Pluralistic teaching does not exclude predefined content such as facts, but it also includes other knowledge sources as well as allowing children to form their own opinions about sustainability issues.
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| 49. |
- Hedefalk, Maria, et al.
(författare)
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Education for sustainable development in early childhood education : a review of the research literature
- 2015
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 21:7, s. 975-990
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to describe and analyse research articles relating to the subject of education for sustainable development (ESD) for early childhood education (ECE), published during the years 1996–2013. This is done by answering three specific questions: (1) How is ESD defined by researchers in ECE? (2) What are the major research inquiries and results? (3) What does the research say about young children acting for change in relation to sustainability? Our analysis identified two different definitions of ESD: first, as a threefold approach to education based on questions concerning education about, in and for the environment; and, second, as an approach to education that includes three interrelated dimensions: economic, social and environmental. Two major research areas are identified in this study. The first area relates to how teachers understand ESD, while the second area focuses on how ESD can be implemented in educational practice. During the period studied, the research has evolved from teaching children facts about the environment and sustainability issues to educating children to act for change. This new approach reveals a more competent child who can think for him- or herself and make well-considered decisions. The decisions are made by investigating and participating in critical discussions about alternative ways of acting for change.
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| 50. |
- Hofverberg, Hanna
(författare)
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Entangled threads and crafted meanings : students' learning for sustainability in remake activities
- 2020
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 26:9-10, s. 1281-1293
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the significance of students' encounters with materiality in general and with crafting materials in particular when learning for sustainability. The aim of the explorative study is to illustrate a research approach that can show what students and the material do in correspondence and what stories emerge from this activity. An explorative analysis is conducted via video recordings of a remake project in a Grade 8 handicrafts class in Sweden. The stories that the students recognise are the material's texture, shape and construction, which emerge from the materiality intrinsic to the crafting process and the intentions of the students, as these are visible in action. These stories provide possibilities, as well as set limits for, what is possible to remake. The stories are elaborated on by threading back to materiality concerns found in historical remake practice to recognise the educational possibilities for remaking pedagogy.
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