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- Nordén, Birgitta, et al.
(författare)
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Transitions Towards an Unknown Future : Non-Formal Learning in Transnational Communities for a Sustainable Society
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)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-
(författare)
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Advancing Sustainability through Higher Education : Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies
- 2024
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Ingår i: Challenges. - : MDPI. - 2078-1547. ; 15:2, s. 28-52
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Tidskriftsartikel (refereegranskat)abstract
- Methodologies for future-oriented research are mutually beneficial in highlighting differentmethodological perspectives and proposals for extending higher-education didactics toward sustainability.This study explores how different augmented-reality applications can enable new ways ofteaching and learning. It systematically investigates how student teachers (n = 18) in higher educationexperienced ongoing realities while designing learning activities for a hybrid conference and interconnectingsustainability knowings via didactic modeling and design thinking. This qualitative studyaims to develop a conceptual hybrid framework concerning the implications of student teachersincorporating design thinking and inner transition into their professional work with future-orientedmethodologies on didactic modeling for sustainability commitment. With a qualitative approach,data were collected during and after a hackathon-like workshop through student teachers’ reflections,post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressivelearning and a transition in sustainability mindset through the activation of inner dimensions.Findings reinforcing sustainability commitment evolved around the following categories: beingauthentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinkinglong-term-oriented (futures-thinking competence on implementing didactics understanding),relating to creative confidence (values-thinking competence as embodied engagement), and actingbased on perseverant professional knowledge-driven change (bridging didactics) by connectingtheory-loaded empiricism and empirically loaded theory. The results highlight some of the keyfeatures of future-oriented methodologies and approaches to future-oriented methodologies, whichinclude collaboration, boundary crossing, and exploration, and show the conditions that can supportor hinder methodological development and innovation.
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- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
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Redesign of an Outdoor Space in a Swedish Preschool : Opportunities and Constraints for Sustainability Education
- 2020
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Ingår i: International Journal of Early Childhood. - : Springer. - 0020-7187 .- 1878-4658. ; 52, s. 319-335
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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.
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- Nordén, Birgitta, Dr. 1952-, et al.
(författare)
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Global Learning for Sustainable Development : A Historical Review
- 2021
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 13:6
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Forskningsöversikt (refereegranskat)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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