| 1. |
- Garavito-Bermúdez, Diana, 1978-, et al.
(författare)
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Exploring interconnections between local ecological knowledge, professional identity and sense of place among Swedish fishers
- 2017
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 23:5, s. 627-655
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Tidskriftsartikel (refereegranskat)abstract
- The ecological knowledge of those who interact with ecosystems in everydaylife is situated in social and cultural contexts, as well as accumulated, transferred and adjusted through work practices. For them, ecosystems represent not only places for living but also places for working and defining themselves. This paper explores psychological aspects linking LEK/IEK/TEK to identity and sense of place in the context of fishery practices and management in Sweden. We analyse how knowledge of local ecosystems connect to fishers’ professional identity and their attachment to place by using the Person-Process-Place framework in integration with the Structure-Dynamic-Function framework on professional fishers in Sweden. On the basis of our results we conclude on the significance of physical as well as social and cultural features of fishing places for attachment and meaning as they are important for fishers’ local and professional identities, and also for ecological knowledge generation. Furthermore, fishers’ understanding of ecosystems complexity enhances their attachment and promotes positive emotions and behaviours for proximity maintenance.
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| 2. |
- Garavito-Bermúdez, Diana, et al.
(författare)
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Linking a conceptual framework on systems thinking with experiential knowledge
- 2016
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 22:1, s. 89-110
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses a systemic approach for the study of fishers’ ecological knowledge in order to describe fishers’ ways of knowing and dealing with com- plexity in ecosystems, and discusses how knowledge is generated through, e.g. apprenticeship, experiential knowledge, and testing of hypotheses. The descrip- tion and analysis of fishers’ ecological knowledge has been done using the Structure–Dynamics–Functions conceptual framework. Fishers identify 5–50 feeding interactions (Structure), recognize populations’ dynamics over time, and, the impact of external factors (climate change, water quality and overfishing) (Dynamics) and finally, acknowledge different values or services (Functions) of the ecosystem (drinking water and fishing). Knowing about these three main aspects seems to be core knowledge embedded in fishers’ ecological knowledge, which comprises systems thinking. Systems thinking is arguably part of fishers’ professional skills and significant for sustainable natural resource management yet understanding ecosystem complexity is also a cognitive challenge.
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| 3. |
- Ignell, Caroline, 1975-, et al.
(författare)
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A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:5, s. 615-632
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Tidskriftsartikel (refereegranskat)abstract
- This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.
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| 4. |
- Krasny, Marianne E., et al.
(författare)
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Environmental education, resilience, and learning : reflection and moving forward
- 2010
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 16:5-6, s. 665-672
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Tidskriftsartikel (refereegranskat)abstract
- Social-ecological resilience, a rapidly expanding area of scholarship internationally, seeks to understand how society and ecosystems mediate, adapt, and learn from change. This special issue is a pioneering attempt to explore the overlap of resilience, learning, and environmental education, in which four broad perspectives have emerged: (1) environmental education and learning may foster attributes of resilient social-ecological systems (e.g., biological diversity, participatory forms of governance, short feedback loops); (2) environmental education should not be viewed as an isolated means to address environmental issues, but rather as a complex and multifaceted part of a larger system of interacting structures and processes; (3) resilience thinking at multiple levels suggests a 'way out' of the instrumental/intrinsic split in environmental education; and (4) parallels among concepts used in learning theory and social-ecological systems resilience may contribute to discussions of transferability of ideas across disciplines. Whereas the authors are overwhelmingly positive about the potential contributions of environmental education and learning to resilience, in this endpiece to the special issue we offer cautions in suggesting the need to look for counter examples and to be concise in the use of terminology. Finally, we pose several research questions that might guide further work in this area, including: What are the outcomes of different approaches to environmental education relative to resilience attributes, such as social capital and ecosystem services? How do environmental education programs situated in management practice impact learning and values at the level of individuals and organizations? What role do different types of environmental education play in governance?
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| 5. |
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| 6. |
- Lundholm, Cecilia, 1967-, et al.
(författare)
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Resilience and learning : a conspectus for environmental education
- 2010
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 16:5-6, s. 475-491
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Tidskriftsartikel (refereegranskat)abstract
- There has been an increasing interest in how environmental education contributes to sustainability dating from the 1977 UNESCO conference in Tbilisi to the current Decade of Education for Sustainable Development, which in 2009, reached mid term. There is also a growing interest and concern in the complexity, uncertainty and changing nature of social-ecological systems and how sustainability is understood. Learning and resilience figure dominantly in both these trends. This contribution to the collection provides a conceptual overview of environmental learning, resilience in ecology and resilience in human development. The manners in which these conceptual areas are beginning to coalesce are discussed and their intersection in environmental education is illustrated in the context of formal schooling, organisations and society. Key research questions for environmental education emerge about its critical role in enhancing adaptive capacity and contributing to the resilience of social-ecological systems.
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| 7. |
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| 8. |
- Schultz, Lisen, 1976-, et al.
(författare)
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Learning for resilience? : Exploring learning opportunities in Biosphere Reserves
- 2010
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 16:5-6, s. 645-663
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- The interdependence of society and nature, the inherent complexity of social-ecological systems, and the global deterioration of ecosystem services provide the rationale for a growing body of literature focusing on social-ecological resilience - the capacity to cope with, adapt to and shape change - for sustainable development. Processes of learning-by-doing and multiple-loop social learning across knowledge systems and different levels of decision-making are envisioned to strengthen this capacity, combined in the concept of adaptive governance. This study explores how learning for resilience is stimulated in practice; investigating learning opportunities provided in UNESCO-designated biosphere reserves (BRs). A global survey (N = 148) and qualitative interviews with key informants of selected BRs (N = 10) reveal that a subset (79) of the BRs serve as 'potential learning sites' and: (1) provide platforms for mutual and collective learning through face-to-face interactions; (2) coordinate and support the generation of new social-ecological knowledge through research, monitoring and experimentation; and (3) frame information and education to local stewards, resource-based businesses, policy-makers, disadvantaged groups, students and the public. We identify three BRs that seem to combine, in practice, the theoretically parallel research areas of environmental education and adaptive governance. We conclude that BRs have the potential to provide insights on the practical dimension of nurturing learning for social-ecological resilience. However, for their full potential as learning sites for sustainability to be realized, both capacity and incentives for evaluation and communication of lessons learned need to be strengthened.
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| 9. |
- Sternäng, Li, et al.
(författare)
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Climate change and costs : investigating students' reasoning on nature and economic development
- 2012
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 18:3, s. 417-436
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Tidskriftsartikel (refereegranskat)abstract
- The tensions between environmental protection and economic growth are critical to future well-being, and it is therefore important to understand how young people conceptualize these tensions. The aim of the present study is to explore students’ solutions to the dilemma of economic development and mitigating climate change, with regard to societal responses to the challenge of climate change. The study was conducted in China’s Green Schools. Green School is an international long-term programme with the aim of increasing students’ knowledge of environmental issues, and transferring this knowledge into positive actions to affect the wider community. The data were obtained through semi-structured pre- and post-interviews with 15–16-year-old students in three groups (12 students) from Green Schools in the Beijing area. The results show that students’ discussions focused exclusively on economic growth and social welfare. Students seem to believe that environmental problems are inevitable, nature is a ‘box’ of resources, and economic development is necessary in order to sustain and even improve nature. Therefore, there is no dilemma between economic development and environmental protection. The paper ends with a discussion on research and implications for teaching climate change.
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| 10. |
- Torbjörnsson, Tomas, 1956-, et al.
(författare)
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Potential conflicts between ownership rights and environmental protection : Swedish undergraduate students' views
- 2019
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Ingår i: Environmental Education Research. - Oxon, UK : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 25:12, s. 1790-1803
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ?ownership? are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students? responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.
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