| 1. |
- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
-
Redesign of an Outdoor Space in a Swedish Preschool : Opportunities and Constraints for Sustainability Education
- 2020
-
Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 52, s. 319-335
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: Children’s early engagement in design of outdoor spaces can form the basis of laterattitudes and responsible action for sustainability. The present study is part of a participatoryaction research project in an urban multi-ethnic preschool in Sweden,involving children, parents, preschool staff and management with a focus on improvingthe preschool playground. The methodology involved children taking pictures ofthe outdoor space, informal participant observation by one researcher and conversationswith children and teachers. Analyses completed of selected fieldwork excerptsfocus on learning opportunities for children and adults, children’s participation,cooperation and leadership for sustainability. Deeper awareness and confidence, andpractical pedagogies for staff in preschools are required for effective sustainabilityeducation. A joint frame of reference on pedagogical practices and processes forreflection is needed within and across early childhood institutions. More continuoustraining of staff and preschool leadership would be of benefit. However, such commitmentis ultimately a matter of policy to invest in giving preschools the means todevelop and realise ambitions for environmental and sustainability education. Résumé: L’engagement précoce des enfants dans la conception des espaces extérieurs peutconstituer une base d’attitudes ultérieures et d’action responsable en faveur de ladurabilité. La présente étude fait partie d’un projet de recherche-action participa-* Birgitta Nordénbirgitta.norden@mau.se1 Department of Science, Mathematics and Society, Faculty of Education and Society, MalmöUniversity, Nordenskiöldsgatan 10, 211 19 Malmö, Sweden2 Centre for Middle Eastern Studies and Centre for Environmental and Climate Research, LundUniversity, Lund, Sweden3 Department of Languages, Faculty of Arts and Humanities, Linnaeus University, Kalmar,SwedenB. Nordén, H. Avery1 3tive (RAP) dans un établissement préscolaire multiethnique urbain en Suède, oùles enfants, les parents, le personnel et la direction sont impliqués dans un objectifd’amélioration du terrain de jeux de leur maternelle. La méthodologie utilisée faitappel à des prises de photos de l’espace extérieur par les enfants, une observationinformelle des participants par une personne de la recherche et une discussion avecles enfants et les enseignants. Les analyses réalisées sur des extraits sélectionnés detravaux de terrain sont centrées sur: les occasions d’apprentissage pour les enfants etles adultes, la participation des enfants, et la coopération et le leadership des adultesenvers la durabilité à l’intérieur des institutions et entre celles-ci. Une éducation efficaceà la durabilité exige une sensibilisation et une confiance plus profondes, ainsique des pratiques pédagogiques chez le personnel des établissements préscolaires.Un cadre de référence commun sur les pratiques pédagogiques et les processus deréflexion est nécessaire à l’intérieur et entre les établissements de la petite enfance.Il serait bénéfique d’assurer davantage de formation professionnelle continue chez lepersonnel, y compris pour la direction d’établissements préscolaires. Toutefois, detels engagements relèvent en fin de compte des politiques d’investissement pour donneraux établissements préscolaires les moyens d’établir et de réaliser leurs ambitionsen matière d’éducation à l’environnement et au développement durable.
|
|
| 2. |
|
|
| 3. |
- kaiser, matthias, et al.
(författare)
-
Food ethics: a Wide Field in Need of Dialogue
- 2016
-
Ingår i: Food Ethics. - : Springer Science and Business Media LLC. - 2364-6853 .- 2364-6861. ; 1:1, s. 1-7
-
Tidskriftsartikel (refereegranskat)abstract
- There are a few things which are obviously a central part of everyone’s life, at all times, and all over the globe, and which are crucial for our wellbeing. Food is, like sex, such an essential ingredient of our life, an ingredient of what we expect of a good life. What is on our plates is always a result of nature and culture, to the extent that it may seem hard to find commonalities in our global diet. As academics we have asked different questions about food. For a long time these questions have been dominated by the quest to secure enough food and to improve what we have got. It is, however, noteworthy that we also always have asked the normative questions in relation to food: Is it right to eat this kind of food? Do we produce our food the right way? Is there injustice and bad power in the way we distribute the food? Are we lied to in regard to what is on our plate? When we enter the normative realm, we enter the realm of ethics, understood in a wide and comprehensive way. As all normative questions, we need to be well informed by knowledge about how the world is, and what is at stake and for whom. We call this food ethics. Food ethics raises issues and asks questions in relation to food all along the value chains. It also puts things into relation with each other. At the same time it disentangles complex heaps of factors and pieces of knowledge, and looks for guidance. It is issue driven, rather than interest driven. It unites scholars with farmers and fishermen, chefs with industry, consumers with lawyers, and food citizens with authorities. As a young field within academia it is important to guard against efforts to appropriate the field for narrow interests, and instead to combine the natural and social sciences in analysing and addressing the challenges. We do not necessarily call for the grand ethical theory that explains it all, but rather start with the simple things in a very complex overall picture. We want to draw attention to ethically significant facts, discuss problematic developments, point to genuine dilemmas, learn about food relevant contexts and history, and look for individual, professional and institutional responses to ethical challenges and issues. Thus, one of the missions of this new journal Food Ethics, is to widen the scope and the discussion on the topic, and to be inclusive in terms of who has something to contribute to the field. There is no escaping from confronting very complex issues when it comes to managing one of the most basic needs we all have, food. As editors of this new journal we maintain that food ethics deserves special and inter-disciplinary attention by researchers, that it is not sufficiently dealt with by what is currently known as bioethics, that it is intrinsically connected with the so-called grand societal challenges of our time, that it is a globally important field which demands particular attention to complexities and uncertainties, as much as it needs to be explicit about what values are at stake and for whom, and which normative principles it touches upon.
|
|
| 4. |
- Dymitrow, Mirek, et al.
(författare)
-
Nutrition, health and climate : What have we learned so far?
- 2019
-
Ingår i: Conference on Food Science and Nutrition: “Forum for food science and nutrition for a better tomorrow”, 25–26 February 2019, Rome, Italy.
-
Konferensbidrag (refereegranskat)abstract
- Food and meals are central elements in our lives: a source of pleasure, a social activity and a bearer of culture. Our eating habits are also very important to health, which implies that the organization and content of meals is a prerequisite for well-being and learning. Schools, in particular, have unique opportunities to promote healthy lifestyles, help develop good eating habits and raise environmental and climate awareness among children and youths by embedding food in a wider context. Unsurprisingly, there is also an increasing interest in school meals and food-related education among researchers, many of whom agree that the quality of school meals can be seen as one of the most accurate indicators of the cities’ sustainability potential. Systematic quality work, however, requires shared targets and ambitions, regular quality checks and discussions on development and improvement. In that vein, the City of Gothenburg has launched the project Urban Rural Gothenburg, which assembles, develops, tests and implements new solutions for the city’s public kitchens. This involves climate-smart and environmentally sound perspectives and programs regarding meal planning, food procurement, food preparation and food-related teaching and learning. One important approach deals with the normalization of increased vegetarian consumption and greater awareness of food’s origins and travel from farm to table. Another approach deals with conscious choices of raw materials that are beneficial for both the environment and health. A third notable approach focuses on new ways of handling food waste to reduce climate impact. In line with the third Sustainable Development Goal, this presentation captures and reaffirms the fundamental assumptions and methods involved in Gothenburg’s work with food sustainability in public kitchens, with an emphasis on health and climate as cross-cutting issues that matter to us all.
|
|
| 5. |
- Axelsson, Robert, et al.
(författare)
-
The Challenge of Transdisciplinary Research : A Case Study of Learning by Evaluation for Sustainable Transport Infrastructures
- 2020
-
Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 12:17, s. 1-24
-
Tidskriftsartikel (refereegranskat)abstract
- While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project's social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.
|
|
| 6. |
- Brandt, S. Anders, 1970-, et al.
(författare)
-
A harmonized GIS course curriculum for Swedish universities
- 2007
-
Ingår i: EUC'07 HERODOT Proceedings. ; , s. 10 s.-
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- With the implementation of the Bologna declaration, European and other universities must change or adjust courses and programmes so they fit into the Bologna model. In Sweden this will take place during 2007. The intention with the declaration, for example, is that a basic course in one subject at one university should be treated as equivalent to the same type of course at another university. Once a year, the recently formed section for education of the Swedish Cartographic Society gathers university lecturers and others for an education conference to discuss matters concerning higher education in geomatics, geoinformatics, geography, etc. Last year’s conference identified the need for a harmonized course curriculum in basic GIS. One of the advantages of such a course is easier transfer of study records for inclusion of course credits in study programmes at other universities. Therefore, an attempt has been made to write a harmonized course curriculum for basic GIS. The course will contain about 50% common content and about 50% of content decided by the individual university. The common content will be described as learning outcomes, and then it is up to the universities to place the learning outcomes into a context. Thanks to this common core, the course can be given for such diverse programmes as archaeology, land surveying, or economy, and still be able to include the required knowledge for students to continue on more advanced courses at other universities.
|
|
| 7. |
- Gisslevik, Emmalee, 1984, et al.
(författare)
-
Home economics teachers’ perceptions of facilitating and inhibiting factors when teaching sustainable food consumption
- 2018
-
Ingår i: Sustainability. - : AMER SOC ENGINEERING EDUCATION, 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA. - 2071-1050. ; 10:5
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study is to explore experienced home economics (HE) teachers’ perceptions of the influencing factors that condition their teaching opportunities regarding the revised mission to implement sustainable development (SD) in food-related education. Five purposefully selected HE teachers participated in individual, semi-structured, in-depth interviews. The recorded interviews were transcribed verbatim and analysed using qualitative thematic analysis. The results show a shared view of in the importance of educating the next generation of sustainable food consumers. Teachers returned to specific influencing factors that conditioned their opportunities to implement a perspective of SD in HE food education. This generated four themes: (1) Unscheduled foodwork in preparing sustainable food education, (2) opportunities to link everyday food choices with larger food system issues, (3) access to sustainable supportive food products and materials, and (4) a school environment in support of food-related teaching. The teachers outlined a number of local and national factors perceived to inhibit access to facilitators and expressed a concern for pupils’ opportunities for quality assurance and goal achievement. The suggested influencing factors could serve as propositions for further investigations in the continued work of both resource reinforcements as well as of developing a SD perspective in food-related HE education. © 2018 by the author.
|
|
| 8. |
- Malmborg, Katja, 1988-
(författare)
-
How on Earth? : Operationalizing the ecosystem service concept for sustainability
- 2021
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Production landscapes are at the center of many of the sustainability challenges that we face. The ecosystem service concept has risen in prominence over the last decades as a tool to support sustainable landscape management. Stewardship has been suggested as an approach that individuals and groups of actors can practice when striving for sustainability in complex situations. In this thesis, I explore how the ecosystem service concept can be used as a tool to support the stewardship practices of various local actors who are engaging in sustainable landscape management. The core of this thesis is a participatory resilience assessment conducted together with a diverse group of actors, all involved in different forms of landscape management in the Helgeå catchment in Southern Sweden. In Paper I, I describe the participatory ecosystem service bundles analysis that was part of the process. In Paper II, I describe the process as a whole and show how participating supported learning and articulation of complexity thinking. In Paper III, I compare this process with three other knowledge co-production processes from the Helgeå catchment, and trace how different theoretical approaches led to both similar and diverging ecosystem service knowledge outputs. Finally, in Paper IV, I use a photo elicitation exercise to articulate different narratives of how sense of home motivates private, non-industrial forest owners in the Helgeå catchment to engage in stewardship practice.Together, these four papers show that the ecosystem service concept can support sustainability by facilitating knowledge co-production processes about complex challenges in landscape management. In such settings, it can function as a pedagogical tool and bridging concept. For participating civil servants, ecosystem service knowledge and terminology were also used strategically when communicating with actors in their own organizations, effectively influencing their situated agency to practice stewardship. Finally, the ecosystem service concept has the potential to be useful in the dialogue between private land owners and other actors. However, some pathways to stewardship, such as those rooted in a sense for history and community, would be better represented by other, more relational human-nature conceptualizations. This means that while the operationalization of the ecosystem service concept can contribute to stewardship practices in pursuit of sustainability, there are also important limitations that need to be taken into account in each context of use.
|
|
| 9. |
- Gisslevik, Emmalee, 1984
(författare)
-
Education for sustainable food consumption in home and consumer studies : Lärande för hållbar matkonsumtion i hem- och konsumentkunskap
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Education as a means to enable sustainable food consumption has gained increasing recognition as a vital means to decrease current burdens upon both natural resources and human health. In response, the Swedish compulsory school subject of home and consumer studies, which positions education about food as core content, has been revised to incorporate in its national syllabus a perspective of sustainable development since 2011. However, because sustainable development remains an ambiguous, contested concept with a range of definitions and interpretations, it is necessary to gain better understanding of what incorporating its perspective can entail in home and consumer studies, particularly regarding the core food-related content knowledge that it teaches. Building upon four papers, this thesis reports research guided by an interpretive and exploratory approach that involved analysing data from syllabuses, observations, recordings of in-class lessons and interviews with practising teachers. The results reveal two ways of understanding what incorporating a perspective of sustainable development can entail in home and consumer studies in Sweden. The first understanding proposes an enriched and unified practice in which the curriculum prioritises embodied forms of knowledge about healthy, ethical and resource-efficient food consumption by allowing a multi-relational, systems thinking approach while focusing a homemade meal practice. By contrast, the second understanding proposes a practice riddled with inconsistencies and contradictions in providing teaching and learning opportunities to attain the intended goals. This ultimately results in fragmented learning opportunities focused more on informed reasoning than on informed actions. Taken together, both understandings pose theoretical, conceptual and practical implications, both for home and consumer studies in particular and in education for sustainable food consumption in general.
|
|
| 10. |
- Gisslevik, Emmalee, 1984, et al.
(författare)
-
Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past
- 2016
-
Ingår i: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 10:1, s. 68-87
-
Tidskriftsartikel (refereegranskat)abstract
- Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject’s knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth’s resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.
|
|
