| 61. |
- Isaksson, Karin, 1980-, et al.
(author)
-
Thinking with fire, water and sun - material-discursive entanglements in Swedish outdoor education
- 2024
-
In: ENVIRONMENTAL EDUCATION RESEARCH. - : Routledge. - 1350-4622 .- 1469-5871. ; 30:7, s. 1115-1128
-
Journal article (peer-reviewed)abstract
- In this paper, we empirically demonstrate emerging material-discursive entanglements of different bodies in Swedish outdoor education, and thereby provoke openings for questioning some aspects of the conceptualization of a nature/culture divide. Outdoor and environmental education have been criticized for upholding this divide by not paying attention to the power structures through which bodies become sedimented as either human or nature. By discussing entanglements, and how educators might attend to them as a pedagogical tool, our paper responds to this line of thinking. Vital materialism and agential realism were put to work in a post-qualitative study at a Swedish folk high school. Through engagement with a group of outdoor students, empirical material was created and examples of material-discursive entanglements analyzed. We conclude that outdoor educators can create possibilities for attending to the entanglements of different bodies, thereby making possible a learning with them. This may open alternative ways to conduct outdoor education that challenge the conceptualization of a nature/culture divide.
|
|
| 62. |
- Jørgensen, Kari-Anne
(author)
-
Bringing the jellyfish home: environmental consciousness and "sense of wonder' in young children's encounters with natural landscapes and places
- 2016
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 22:8, s. 1139-1157
-
Journal article (peer-reviewed)abstract
- The over-arching aim of this study was to elucidate and interpret topics that are relevant to how we understand children's experiences and creation of meaning in natural landscapes and places within these landscapes. Following two nature-kindergarten groups regularly over ten months, the data for this ethnographic study consist of constructed narratives and narrative maps. Key topics relate to children's multi-sensory experiences and the development of environmental consciousness, and their sense of wonder' as a driving force for exploration, interpretation and creation of meaning. Implications of the study for discourses of environmental education in the early years and local practices of taking children into nature are also discussed.
|
|
| 63. |
- Kall, Ann-Sofi, et al.
(author)
-
What’s the matter in education for sustainable development? : How sustainability stories make matter as issues or problems
- 2024
-
In: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 30:4, s. 544-559
-
Journal article (peer-reviewed)abstract
- This study engages with how sustainability stories can assign meaning to sustainability matter in different ways. The study contributes to discussions on how to combine facts, norms, and the democratic action competence in pluralistic approaches in Environmental and Sustainability Education. A special focus is put on how co-created sustainability stories can be used to provide, explore, and expand shared experiences of sustainability. The analysis engages with how content is defined and made relevant through stories, how they represent matter as pre-defined problems and solutions or as an invitation to exploration and reinterpretation, and how competences for sustainable development are made visible through the characters. The method used is a holistic narrative content analysis of 21 sustainability stories, co-created by pre-school teachers and their children. Three selected stories exemplify the results and show how some stories manage to move back and forth between on the one hand assembling sustainability matter as concrete problems to be solved, and on the other hand as open-ended issues promoting critical reflection. The main conclusion is that these, promising but yet uncommon, stories best represent pluralistic perspectives, creativity, and democratic action competence.
|
|
| 64. |
- Knutsson, Beniamin, 1974
(author)
-
Managing the GAP between rich and poor? Biopolitics and (ab)normalized inequality in South African education for sustainable development
- 2020
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:5, s. 650-665
-
Journal article (peer-reviewed)abstract
- The extreme inequality in South African education is well-documented by researchers. There is also a rich literature concerned with education for sustainable development (ESD) in the country. The relationship between these two phenomena has, however, been sparsely investigated. Drawing on biopolitical theory and fieldwork conducted in South Africa, this paper queries how ESD programmes handle the lifestyle gap that separates rich and poor populations. The article demonstrates how ESD, through ostensible sensitivity to local ‘realities’, is adjusted to comply with different socio-economic living conditions, and how different roles are assigned to rich and poor in the quest for sustainable development. This differentiation, it is argued, can be understood biopolitically. The paper further argues that the differentiation between populations in rich and poor settings implies a depoliticized notion of local ‘realities’ as something isolated and given, rather than relational and produced. While the overall findings suggest that ESD unfolds through a regime of practice wherein inequality has become effectively normalized, the paper also points to rare disruptive moments where the normal is rendered abnormal. Ultimately it is argued that the South African case is a useful entry-point for discussing generic problems of globally implementing ESD in an enormously unequal world.
|
|
| 65. |
- Krasny, Marianne E., et al.
(author)
-
Environmental education, resilience, and learning : reflection and moving forward
- 2010
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 16:5-6, s. 665-672
-
Journal article (peer-reviewed)abstract
- Social-ecological resilience, a rapidly expanding area of scholarship internationally, seeks to understand how society and ecosystems mediate, adapt, and learn from change. This special issue is a pioneering attempt to explore the overlap of resilience, learning, and environmental education, in which four broad perspectives have emerged: (1) environmental education and learning may foster attributes of resilient social-ecological systems (e.g., biological diversity, participatory forms of governance, short feedback loops); (2) environmental education should not be viewed as an isolated means to address environmental issues, but rather as a complex and multifaceted part of a larger system of interacting structures and processes; (3) resilience thinking at multiple levels suggests a 'way out' of the instrumental/intrinsic split in environmental education; and (4) parallels among concepts used in learning theory and social-ecological systems resilience may contribute to discussions of transferability of ideas across disciplines. Whereas the authors are overwhelmingly positive about the potential contributions of environmental education and learning to resilience, in this endpiece to the special issue we offer cautions in suggesting the need to look for counter examples and to be concise in the use of terminology. Finally, we pose several research questions that might guide further work in this area, including: What are the outcomes of different approaches to environmental education relative to resilience attributes, such as social capital and ecosystem services? How do environmental education programs situated in management practice impact learning and values at the level of individuals and organizations? What role do different types of environmental education play in governance?
|
|
| 66. |
|
|
| 67. |
- Kronlid, David O., 1963-, et al.
(author)
-
An environmental ethical conceptual framework for research on sustainability and environmental education
- 2013
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 19:1, s. 21-44
-
Journal article (peer-reviewed)abstract
- This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.
|
|
| 68. |
|
|
| 69. |
|
|
| 70. |
- Leder, Stephanie
(author)
-
Recontextualising education for sustainable development in pedagogic practice in Vietnam: linking bernsteinian and constructivist perspectives
- 2021
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 27, s. 313-337
-
Journal article (peer-reviewed)abstract
- This paper investigates how ESD is recontextualised in pedagogic practice in geography teaching in Hanoi, Vietnam, with the case study in two schools. Empirical materials for this study include video recordings and observations of 15 geography lessons conducted between 2016 and 2019. The lessons were selected based on the areas where the teachers thought they would be promoting ESD. Bernstein's Sociological Theory of Education (1973-1996) was used as the theoretical frame for analysing the pedagogic practice. Our findings show that (1) an explicit hierarchy frames the interaction between teachers and students; (2) the selection of knowledge and skills is governed by strong classification and framing of curricula and textbooks; (3) teachers follow the sequence of knowledge in the textbooks; (4) the teachers' evaluation of the students is based on examining how well students reproduce the textbook contents. The observed pedagogic practice demonstrates a performance-based model of pedagogy, in contrast to a constructivist approach, which the tenets of ESD call for. We conclude that the implementation of the global principles of ESD could help educators/teachers face the challenges of applying a more transformative, constructivist pedagogic practice in Vietnam.
|
|
