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- Nordén, Birgitta, et al.
(author)
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Transitions Towards an Unknown Future : Non-Formal Learning in Transnational Communities for a Sustainable Society
- 2019
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Conference paper (other academic/artistic)abstract
- The study makes an inventory of learning opportunities young people were offered in connection with CEI 2016, one of the annual international conferences organized by the NGO named Caretakers of the Environment International (CEI), which year 2016 took place in Aalborg in Denmark. The learning opportunities offered by this transnational learning community are discussed in relation to some essential learning qualities to meet the comprehensive sustainability challenges facing our societies - in particular youth, who can be seen as a target group per se, many times in transition-like situations: (1) learning for uncertain future, 82) dealing with complex cross-border issues, (3) ability to collaborate, (4) take initiative and act in society. These qualities are difficult to achieve in formal school systems that are essentially organized to ensure the transmission of a specific learning content and measurable abilities. The question in this study has been inspired by a previous study in a Swedish school context (Nordén, Avery & Anderberg, 2012, Nordén, 2016), about abilities that allow high school students to get an agency towards local and global sustainability challenges. The critical skills identified were: (1) Organization/self-regulation and independent decision-making skills (2) Development of Transnational Learning Communities (3) Democratic cooperation in action. There is widespread consensus that radical new educational approaches are needed to address the challenges of our time (Breiting & Wickenberg, 2010; Mochizuki & Yarime, 2016; Reid & Scott, 2013). Traditionally, focus has been placed on transmitting an existing knowledge base. The situations we face are changing at a staggering rate, and future developments are characterized by great uncertainty. Barnett (2012) therefore claims that preparation for the unknown should be guiding in education. Young people must not only be able to explore different complex situations, but also be prepared to take initiatives to act, find solutions to major environmental and social problems, and steer up their own learning during their life journey (Almers, 2013; Barrat, Barratt-Hacking, Scott & Talbot, 2006; Öhman, 2008). In this context, one has talked about sustainability literacy (Dawe, Jucker & Martin, 2005). CEI's activities are non-formal (Mocker & Spear, 1982) in the sense that they are organized for the purpose of promoting learning for sustainability and have a well-considered overall structure, but participants can independently define the issues and projects they work with . The transnational learning community could thereby support a challenge-oriented learning (UE4SD, 2015). The results indicate that the processes are supported when young people and their teachers experience a sense of community and having a place in the local-global context. This is done both through intensive work on their own projects prior to the conference, through participation in the physical meetings during the conference and the subsequent network activities in connection with it. In order for society as a whole to take advantage of the potential of non-formal learning, alternative educational approaches need to gain increased recognition and attention. The focus has to be shifted from a narrow performance splash that values isolated results, to reflect more widely on the learning opportunities offered by different forms of education in their entirety.
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- Nordén, Birgitta, Dr. 1952-
(author)
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"Globalt lärande – tänk först, handla sedan"
- 2015
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Other publication (pop. science, debate, etc.)abstract
- Föreläsningen "Global learning - tänk före, handla sedan" gavs av Birgitta Nordén den 21 september 2015 i samband med fotoutställningen "Världar av liv" med Mattias Klum på Malmö Arena (1 aug - 11 okt 2015). Birgitta Nordéns populärvetenskapliga presentationen på Arenan i Malmö behandlar formellt, informellt och icke-formellt lärande kring miljö- och hållbarhetsfrågor i global-lokala kontexter utifrån min forskning och mina erfarenheter av lärande, undervisning och nätverksarbete i skolans värld - även utbyte genom ideellt miljö- och hållbarhetsengagemang bland lärare och skolungdomar (13-19 år).
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- Nordén, Birgitta, Dr.
(author)
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Opening up for participatory action research and challenge-based sustainability education in the preschool : Opportunities and challenges for the preschool in a time of diversity and mobility
- 2021
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Conference paper (other academic/artistic)abstract
- Through newly arrived children's participation and learning in a complex sustainability project (Nordén & Avery, 2020), the ecological focus is integrated into the main dimensions; children's relationship to place and local environment; the curriculum's goals for science and sustainability in preschool outdoor education and didactic strategies. Learning through action and reflection is focused in this study in order to change practitioners' practice and their understanding of their practice and the conditions under which they practice (Kemmis, 2009). A think tank with all staff for the purpose of discussing visions and practical work around the preschool's outdoor environment followed the thinking - saying - doing order so that the participants would understand how they wanted to change their practice. Conditions, opportunities and challenges were identified. In line with participant-driven research (Kemmis, 2009), this means in practice that educators, children and researchers talk (say) and collaborate (doing) with each other. Everyone's voice should be heard and everyone should be able to share their views (thinking). This was done according to the preschool's governing document, where the curriculum states: “Children and parents must be involved […] and their voices must be highlighted” (Lpfö 18, p. 18). The formulations were compared with how the schoolyard looks and is used. Thereafter, the intervention process was carried out with many meetings where the educators' room for maneuver was made visible as well as the actors. A reflection was made as an evaluation of action results and what has happened in the business through the action. In summary, new issues, identified participant-driven action spaces and didactic strategies formulated by the educators were addressed. In the context of preschool, clearly communicating educators are required who, through conversation, develop stimulating tools for learning, the joy of discovery that leads to co-learning, more than collaboration and collaboration. It is enriched by the individual and the group creating understanding, meaning and meaning by sharing their reality with each other. The pedagogical environment must be designed in a way where children can be led by the teachers. The preschool teachers' education and ability to communicate with children and ensure that the children are given influence and tools for their knowledge in concrete situations and exploration of various phenomena entails learning in a context. The organization of educational activities becomes important for how children perceive themselves as learning individuals. In today's preschools, children need to develop responsibility for their own learning. The teachers' presence is important, as their didactic experiences play a major role in making the children aware that there are different thoughts and ideas about the same natural phenomenon. Meaning-creating activities for learning in interaction with others require the teachers' ability to introduce new knowledge. The children then have the opportunity to experience variation and take part in many more perceptions. The children's confidence in themselves and their learning - their own knowledge-forming process - can be developed, whereby they dare to face new challenges in the future. The teachers' pedagogical approach to how different changes can be shaped provides opportunities for learning. Pedagogical development is affected by the preschool teachers' competence to develop didactic strategies, as well as their ability to negotiate outdoor teaching for sustainability and space for the children's expanded learning in preschool.
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- Nordén, Birgitta, Dr. 1952-
(author)
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Lärarnätverk för hållbarhet : Undervisningens återupptäckt möjliggör bildning
- 2022
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In: Geografiska Notiser. - Lund. - 0016-724X. ; 80:2-3, s. 63-75
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Journal article (other academic/artistic)abstract
- Denna artikel belyser några centrala perspektiv i gränslandet mellan informell och formell bildning. Avsikten är att kartlägga och visa exempel på konkreta åtgärder för lärande och bildning med förflyttning av hållbarhetsdimensioner genom samarbete över olika utbildningsnivåer och gränser inomramen för FN:s Agenda 2030. Genom att koppla formellt institutionaliserat lärande med informellt idébundet lärande kan vi överskridade begränsningar som ryms i etniskt ursprung, nation, kön, religion eller andra identiteter. Betydelsen av och synergier mellan informellt lärande och (allmän)bildning kommer av en didaktisk tolkning av Bildung. Eko-reflexivt lärande och Bildung är centrala begrepp i ett framstegsinriktat tidevarv. Öhman och Sund (2021) saknar och uppmuntrar till ytterligare didaktisk forskningsom fördjupar kunskapen om sambandet mellan specifika undervisningsinsatseroch elevers utveckling av hållbarhetsengagemang. De poängterar att för mycket av forskningen för närvarande består av enstaka djupdykningar i klassrumspraktiker, där långtgående slutsatser dras från enstaka lektioner. De förordar longitudinella studier som täcker samspelet mellan undervisning och elevers utveckling över flera år, kombinerat med möten, samtal och intervjuer för att avgöra hur unga människor resonerar kring, känner för och värdesätter de akuta, komplexa och allvarliga hållbarhetsutmaningar som vi står inför idag. Den här artikeln avser vara ett bidrag, ett steg i efterfrågad riktning, eftersom den berör den väsentliga didaktiska frågan om hur. Det vill säga vilka är de bästa metoderna för undervisning för att uppmuntra ett hållbarhetsengagemang hos elever som hållbarhetsmedborgare? Vilka ska kunna delta i samskapandet av nya system och tillhörande rutiner och framstå som mer hållbara än de som finns? Syftet med föreliggande artikel är att diskutera ett utvidgat bildningserbjudande för lärande via fördjupad handlingsbaserad ämnesdidaktik samt att belysa olika lärandemöjligheter, vilka CEI-nätverket erbjuder eftersom det utvecklar hållbarhet som livsstil vilken vilar på empowerment. Det vill säga ett engagemang som en viktig utgångspunkt för att stärka individer så att de kan ta större ansvar för att kontrollera sina liv.
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- Nordén, Birgitta, Dr. 1952-
(author)
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Critical eco-reflexive approaches: A case study of “Teaching for sustainability” towards SDG 4.7 transition via a whole school approach perspective in higher education
- 2024
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In: Whole School Approaches to Sustainability. - Cham, Switzerland : Springer Nature. - 9783031561719 - 9783031561726 ; , s. 275-290
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Book chapter (peer-reviewed)abstract
- Rarely conducted in teacher training and professional development programmes, this case studyfocuses on achievable co-determining indicators of progress and on reflexive methodologiesfor transformative teaching towards sustainability as an essential component of learning-basedchange and innovation. It aims to examine how heterogenous groups of international teachereducation students experience their learning process in the context of a student-led nontraditional inquiry-based learning assessment. With a critical eco-reflexive approach assistedby participatory action research, the students analyse and describe their interpretation of criticalconsciousness, critical literacy (content), and critical agency (mode) involved in sustainabilityeducation. They also reflect upon the standards of their upcoming profession. The findingsindicate that the current teacher education ought to be revised didactically towards a WholeInstitution Approach. The context of our global challenges requires a holistic approach to HESD-based teacher education embedded in integrative worldview perspectives, pluralism, andsustainability awareness.
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- Nordén, Birgitta, Dr. 1952-, et al.
(author)
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Global Learning for Sustainable Development : A Historical Review
- 2021
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In: Sustainability. - Basel : MDPI. - 2071-1050. ; 13:6
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Research review (peer-reviewed)abstract
- Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994-2020 identified with the search terms "global learning" and "sustainable development", sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research.
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