| 1. |
- Häggström, Margaretha, et al.
(författare)
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Enhancing children’s literacy and ecological literacy through critical place-based pedagogy
- 2020
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 26:12, s. 1729-1745
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Tidskriftsartikel (refereegranskat)abstract
- This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sweden. The study is built on action-based research and the data material was analysed through directed qualitative content analysis. We argue that place is an aspect of pedagogical settings that needs more consideration in teaching practices, and that various features of education, such as language, meaning-making, literacy development of various kinds, and identity building, are intertwined with place. The results of this study show that interactions between students and direct encountering with two outdoor places are connected with student agency, emancipation and empowerment. The learning opportunities enabled in these two pedagogical settings were, at least in part, due to the teachers? non-prescriptive directions and an ?outside-the-box? way of thinking. Such approaches supported and empowered students and allowed them develop critical thinking on their own terms.
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| 2. |
- Kall, Ann-Sofi, et al.
(författare)
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What’s the matter in education for sustainable development? : How sustainability stories make matter as issues or problems
- 2024
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 30:4, s. 544-559
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Tidskriftsartikel (refereegranskat)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.
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