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1.
  • Alerby, Eva (författare)
  • A way of visualising children´s and young people´s thoughts about the environment : a study of drawings
  • 2000
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 6:3, s. 205-222
  • Tidskriftsartikel (refereegranskat)abstract
    • This article attempts to visualise the way in which children and young people think about a specific topic, namely the environment. The aim is to make the thinking of children and young people available and to interpret the meaning of their thoughts about our environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. The study is based on empirical material consisting of drawings produced by 109 children and young people, combined with subsequent oral comments. During the drawing analysis different structures and patterns gradually crystallised, and eventually four different themes emerged, consisting of thoughts which focus on the following: the good world, the bad world, the dialectics between the good and the bad world, and symbols and actions protecting the environment. It can be stated that the results which emerged, in the form of the thoughts of the children and young people on the environment, reflect a thinking characterisedby many nuances, such as clean and unspoilt nature in different manifestations, the need for human beings to use nature for recreation and well-being, environmental destruction in different forms, and direct or indirect ways of taking care of the prevailing environmental situation.
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2.
  • Andersson, Erik, 1979-, et al. (författare)
  • Young people's conversations about environmental and sustainability issues in social media
  • 2017
  • Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
  • Tidskriftsartikel (refereegranskat)abstract
    • Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
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3.
  • Andersson, Erik, 1979-, et al. (författare)
  • Young people’s conversations about environmental and sustainability issues in social media
  • 2017
  • Ingår i: Environmental Education Research. - Oxon, United Kingdom : Routledge. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
  • Tidskriftsartikel (refereegranskat)abstract
    • Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
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4.
  • Andersson, Klas, 1975 (författare)
  • Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development
  • 2017
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 23:3, s. 436-449
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2016 Informa UK Limited, trading as Taylor & Francis GroupThere is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes.
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5.
  • Andersson, Pernilla, 1969- (författare)
  • Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
  • 2018
  • Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 24:5, s. 648-662
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.
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6.
  • Andersson, Pernilla, et al. (författare)
  • Logics of business education for sustainability
  • 2016
  • Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 22:4, s. 463-479
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper explores various kinds of logics of‘business education for sustainability’and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education.Our results also showhow the different logics position the subject business person differently, as one who adapts to,adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.
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7.
  • Beery, Thomas (författare)
  • Establishing reliability and construct validity for an instrument to measure environmental connectedness
  • 2013
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 19:1, s. 81-93
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this preliminary study is to establish a reliable and valid measure of environmental connectedness (EC) to allow for further exploration of the Swedish Outdoor Recreation in Change national survey data. The Nordic concept of friluftsliv (nature-based outdoor recreation) and the environmental psychology concept of EC are explored to provide a foundation for the research. Reliability and construct validity testing on items from the Outdoor Recreation in Change survey have been tested and have demonstrated both reliability and construct validity. A reliable and construct valid measure of EC will facilitate research into the possible relationships between EC, nature-based outdoor recreation, and environmental behavior. A better understanding of these relationships may serve to further understanding of the human relationship with nature.
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8.
  • Beery, Thomas H., et al. (författare)
  • Children in nature : sensory engagement and the experience of biodiversity
  • 2018
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 24:1, s. 13-25
  • Tidskriftsartikel (refereegranskat)abstract
    • Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children's play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature.
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9.
  • Beery, Thomas (författare)
  • Nordic In Nature : Friluftsliv and Environmental Connectedness
  • 2013
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 19:1, s. 94-117
  • Tidskriftsartikel (refereegranskat)abstract
    • This study explored the question of whether a relationship exists between the Nordic cultural idea of friluftsliv and the psychological construct of environmental connectedness (EC). This quantitative study employed a correlational design with existing data from the Swedish Outdoor Recreation in Change national survey. Results indicate that there is a significant and meaningful relationship between friluftsliv, operationally defined as nature-based outdoor recreation participation, and EC even when controlling for other predictor variables. In addition, research findings indicate that age group moderates this relationship with one group exception. It was also found that activity participation by respondents shows a correlation with both EC and age group. Implications of this study support a cultural understanding of nature-based outdoor recreation and an awareness of the important role of access to nature as an essential component of nature-based outdoor recreation. Age group differences supported a variety of implications and recommendations for future research. A consideration of how the results may have implications for environmental education and sustainability efforts were explored.
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10.
  • Bengtsson, Stefan L., 1978- (författare)
  • Dark pedagogy : Speculative realism and environmental and sustainability education
  • 2020
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 0:0, s. 1-13
  • Tidskriftsartikel (refereegranskat)abstract
    • This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.
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