| 1. |
- Caiman, Cecilia, et al.
(författare)
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Pre-school childrens agency in learning for sustainable development
- 2013
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability.
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| 2. |
- Lundegård, Iann, et al.
(författare)
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Conflicts of interest : an indispensable element of education for sustainable development
- 2007
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 13:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- A central concept introduced in the Nordic debate on sustainable development is 'action competence'. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development.
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| 3. |
- Lundegård, Iann, 1955-, et al.
(författare)
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Facts and values in students’ reasoning about gene technology in the frame of risk–a thick comprehension
- 2022
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 28:9, s. 1283-1296
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Tidskriftsartikel (refereegranskat)abstract
- In the current debate, there is no consensus on the relationship between knowledge and values in students’ reasoning and argumentation in socio-scientific and sustainability issues, i.e. if these should be addressed as separate entities or rather treated as a whole. In this study, we address this question empirically, with students engaging in two language games–aesthetic and epistemological–as they deliberate on ethical issues associated with genetic engineering. The study reports on a course unit that includes lectures, group work and student-led value-clarification exercises. The ways in which the language games interact were analysed using the established methods of Practical Epistemology Analysis (PEA) and analysis of Deliberative Educational Questions (DEQ). Our results show that aesthetic and epistemological language games were intricately intertwined in the students’ reasoning. Given this close entanglement, each language game was conducive to the development of the other and in so doing, deepened the understanding of the content as a whole.
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| 4. |
- Lundegård, Iann, et al.
(författare)
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It takes two to tango: studying how students constitute political subjects in discourses on sustainable development
- 2012
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 18:2, s. 153-169
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Tidskriftsartikel (refereegranskat)abstract
- A great deal of the ongoing discussion about environmental education and edu- cation for sustainable development has to do with democracy and deliberation. Here, for example, the normative approach has been challenged. As an alterna- tive, there is sometimes a call for a curriculum and education that is character- ized by democracy, participation, and pluralism. According to this call, it is still far from clear what it actually means to create education in terms of democracy. While the debate is lively, it is not always anchored in empirical research. In this study, three students in a classroom situation talk about resources and soli- darity. Using analytical tools developed from a pragmatic base, the study tries to find a methodology to reveal how people create political subjects while engaged in such a discourse. This is associated with the discussion about democracy in education, and the consequences these findings may have in respect of how edu- cation on environment and sustainable development can be staged in terms of freedom and pluralism.
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| 5. |
- Lundegård, Iann
(författare)
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Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education
- 2018
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:4, s. 581-592
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Tidskriftsartikel (refereegranskat)abstract
- This study problematizes what is meant when one talks about classroom activities concerning environmental and sustainability issues as being authentic or not. It reports excerpts from three classroom discussions which start from questions formulated by the students themselves concerning issues related to sustainable development. It examines how the different questions give rise to altered kinds of participation and shows that the students' involvement shifted between either a distanced factual level of communication, or a personal level of communication. The result indicated that the nature of authenticity in a discourse differs depending on which question initiates it. If the initiating questions allow the students to distance themselves from the subject matter, then one type of authenticity is created. If, on the other hand, the questions give the students an opportunity to establish value-relations, or to dare to take a personal standpoint, as political subjects, to the issues at hand then the personal authenticity becomes another.
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