| 1. |
- Hasslöf, Helen, et al.
(författare)
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Critical thinking as room for subjectification in Education for Sustainable Development
- 2015
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Ingår i: Environmental Education Research. - Abingdon : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 21:2, s. 239-255
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Tidskriftsartikel (refereegranskat)abstract
- Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.
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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
- 2023
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871.
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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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| 3. |
- Wibeck, Victoria, 1974-
(författare)
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Enhancing learning, communication and public engagement about climate change – some lessons from recent literature
- 2014
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 20:3, s. 387-411
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Tidskriftsartikel (refereegranskat)abstract
- This paper sets out to develop key messages for the theory and practice of environmental education from a review of recent research literature on climate change communication (CCC) and education. It focuses on how learners of climate science understand messages on climate change, the communicative contexts for education on climate change, the barriers that can be found to public engagement with climate change issues, and how these barriers can be addressed. 92 peer-reviewed studies were examined. The analysis focuses on the goals and strategies of CCC, and how barriers can be addressed given the research findings on: (a) the content of CCC, (b) visualizations, (c) framing, (d) audience segmentation. The paper concludes that CCC and education need to address barriers to public engagement on several levels simultaneously. It recommends that scholars of environmental education focus critical attention on how practice addresses senses and spheres of agency; sociocultural factors; and the complexities of developing scientific literacy given the interpretative frames and prior understandings that are brought to bear by the public in non-formal education settings.
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