| 1. |
- Andersson, Erik, 1979-, et al.
(author)
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Young people's conversations about environmental and sustainability issues in social media
- 2017
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In: Environmental Education Research. - Oxon, United Kingdom : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
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Journal article (peer-reviewed)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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| 2. |
- Andersson, Pernilla, 1969-, et al.
(author)
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Logics of business education for sustainability
- 2016
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In: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 22:4, s. 463-479
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Journal article (peer-reviewed)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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| 3. |
- Kronlid, David O., 1963-, et al.
(author)
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An environmental ethical conceptual framework for research on sustainability and environmental education
- 2013
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In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 19:1, s. 21-44
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Journal article (peer-reviewed)abstract
- This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.
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| 4. |
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| 5. |
- Nicklas, Lindgren, 1989-, et al.
(author)
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A posthuman approach to human-animal relationships : advocating critical pluralism
- 2019
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In: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 25:8, s. 1200-1215
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Journal article (peer-reviewed)abstract
- This paper contributes to the debate about the absence of nonhuman animals (The term ‘nonhuman animal’ is used to emphasise the interconnection with the human being, viewed as a human animal. Using this terminology does not avoid a homogenising, stereotyping and simplifying of a multiplicity of animal (and human) beings. Nonetheless, we think that such a ‘simplification’ of concepts is inescapable in academic discussions concerning humans and nonhuman animals.) in environmental and sustainable education (ESE) and the challenge of the anthropocentric characterisation of European education. Relating to the debate about a pluralistic approach in ESE as a ‘one-species only pluralism’, we draw on Val Plumwood’s ecofeministic dialogical interspecies ethics and Rosi Braidotti’s understanding of a posthuman/ nomadic subjectivity. By regarding ‘difference’ as a constituting force, we present a ‘critical pluralistic’ approach to human-animal relationships in ESE. Instead of drawing new lines of moral consideration for nonhuman beings, an ethical and political appreciation of what nonhuman others can do in ESE is suggested. Recommendations for educational practice are to recognise nonhuman agency to reveal political and ethical dimensions, recognise the agency of non-living animals and stay in conflicts and ‘study up’ and develop an immanent critique, which could lead to alternative pedagogical approaches to human-animal relationships in different cross-curricula settings.
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| 6. |
- Nicklas, Lindgren, 1989-
(author)
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The political dimension of consuming animal products in education : An analysis of upper-secondary student responses when school lunch turns green and vegan
- 2020
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In: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 26:5, s. 684-700
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Journal article (peer-reviewed)abstract
- Addressing the consumption of animals as an educative and environmentally crucial question, this paper empirically examines the meaning of meat and animal consumption for learners in school settings. This study is based on focus groups with Swedish upper secondary students and is centred around their responses to a vegan month at their school as an initiative to emphasise the environmental consequences caused by human consumption of animal products. In order to make sense of the students ' responses in light of the disruption of animal products in the school restaurant, the school initiative is analysed as a dislocatory intervention. The analysis shows that 'eating environmentally' in education caused conflictual responses closely connected to political and gendered aspects of animal consumption. In conclusion, the author argues that a neutral or un-political position is not possible when animal consumption is on the educational table, and moreover, that there is a need to take political-conflictual responses seriously within education.
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| 7. |
- Ojala, Maria
(author)
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Hope and climate change : The importance of hope for pro-environmental engagement among young people
- 2012
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In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 18:5, s. 625-642
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Journal article (peer-reviewed)abstract
- Although many young people think climate change is an important societal issue, studies indicate that pessimism is quite common. Finding ways to instill hope could therefore be seen as vital. However, is hope positively related to engagement or is it only a sign of illusory optimism? The aim of the study was to explore if hope concerning climate change has a significant relation to pro-environmental behavior as well as an impact on behavior when controlling for already well-known predictors such as values, social influence, knowledge, and gender. Two questionnaire studies were performed, one with a group of Swedish teenagers (n = 723) and one with a group of Swedish young adults (n = 381). ‘Constructive’ hope had a unique positive influence on pro-environmental behavior. Hope based on denial, however, was negatively correlated with pro-environmental behavior in the two samples and was a significant negative predictor in the teenage group. The conclusion is that hope is not only a pleasant feeling but could also work as a motivational force, if one controls for denial. Implications for education concerning sustainable development are discussed.
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| 8. |
- Ojala, Maria, 1970-
(author)
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Prefiguring sustainable futures? Young people’s strategies to deal with conflicts about climate-friendly food choices and implications for transformative learning
- 2022
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In: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 28:8, s. 1157-1174
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Journal article (peer-reviewed)abstract
- Transformative learning is important for handling climate change. How to include this kind of learning in formal education is, however, still debated. This article takes a bottom-up approach by learning from young people who make climate-friendly food choices to a high degree. Interviews were performed with Swedish adolescents. By focusing on conflicts and coping the aim was to explore if there are elements of prefigurative practice (e.g., to actualize ideals about the future in the here and now) in the young people’s everyday engagement and to discuss how to utilize these to promote transformative learning. The young people experienced, for example, interpersonal, intrapersonal, and structural/practical conflicts. They coped in two overarching ways: strategies to support climate-friendly choices despite conflicts and strategies to deal with less good choices. It is argued that by critically discussing conflicts and different ways of dealing with them transformative learning can be promoted.
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| 9. |
- Rudsberg, Karin, 1973-, et al.
(author)
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Pluralism in practice : experiences from Swedish evaluation, school development and research
- 2010
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In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 16:1, s. 95-111
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Journal article (peer-reviewed)abstract
- In the international policy debate, environmental education and education for sustainable development seem to be moving away from a focus on behavioural modifications to more pluralistic approaches. This article illuminates a Swedish example of a strategic interplay between evaluation, development and research that relates to this shift, involving actors from schools, governmental agencies and researchers. The specific purpose of the research was to analyse and describe teachers' attempts to stimulate a pluralistic meaning-making process among their students in the context of education for sustainable development. The empirical material consisted of video-recorded lessons in secondary and upper secondary schools. In the analysis we used a methodological approach based on John Dewey's pragmatic philosophy and Ludwig Wittgenstein's first-person perspective on language. A concept called 'epistemological moves' has been used to clarify the actions that teachers perform in order to guide students in procedures of meaning-making. The analysis shows that the teachers perform a number of actions that make pluralistic meaning-making possible: encouraging the students to compare, specify, generalise and test their arguments under different circumstances. The teachers also encouraged the students to examine and evaluate different alternatives and be critical of their own statements. Finally, the findings are related to a perspective of democracy as a form of life.
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| 10. |
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