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Sökning: L773:1350 4622 OR L773:1469 5871 > (2020)

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1.
  • Bengtsson, Stefan L., 1978- (författare)
  • Dark pedagogy : Speculative realism and environmental and sustainability education
  • 2020
  • Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:9/10, s. 1453--1465
  • Tidskriftsartikel (refereegranskat)abstract
    • This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.
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2.
  • Fauville, Geraldine, et al. (författare)
  • Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
  • 2020
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
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3.
  • Gelinder, Lolita, et al. (författare)
  • Sustainable food choices? A study of students’ actions in a home and consumer studies classroom
  • 2020
  • Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:1, s. 81-94
  • Tidskriftsartikel (refereegranskat)abstract
    • Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) by investigating how students act in different decision-making processes during foodwork in HCS. Subsequently challenges when teaching sustainable food consumption are highlighted. The empirical material consists of video-recorded students (year 9) foodworking in an HCS classroom. Based on John Deweys philosophy, Practical Epistemological Analysis (PEA) is used to analyse how the students make choices and proceed in their work. The taste of food is decisive for how the students move on in their foodwork. Sustainability aspects are raised to some extent but do not have the same significance. It is concluded that it is complex to teach sustainable food consumption and possibilities to modify the teaching so that taste become part of the content when teaching sustainable food consumption is discussed.
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4.
  • Hofverberg, Hanna (författare)
  • Entangled threads and crafted meanings : students' learning for sustainability in remake activities
  • 2020
  • Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 26:9-10, s. 1281-1293
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores the significance of students' encounters with materiality in general and with crafting materials in particular when learning for sustainability. The aim of the explorative study is to illustrate a research approach that can show what students and the material do in correspondence and what stories emerge from this activity. An explorative analysis is conducted via video recordings of a remake project in a Grade 8 handicrafts class in Sweden. The stories that the students recognise are the material's texture, shape and construction, which emerge from the materiality intrinsic to the crafting process and the intentions of the students, as these are visible in action. These stories provide possibilities, as well as set limits for, what is possible to remake. The stories are elaborated on by threading back to materiality concerns found in historical remake practice to recognise the educational possibilities for remaking pedagogy.
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5.
  • Häggström, Margaretha, et al. (författare)
  • Enhancing children’s literacy and ecological literacy through critical place-based pedagogy
  • 2020
  • Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 26:12, s. 1729-1745
  • 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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6.
  • Knutsson, Beniamin, 1974 (författare)
  • Managing the GAP between rich and poor? Biopolitics and (ab)normalized inequality in South African education for sustainable development
  • 2020
  • Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:5, s. 650-665
  • Tidskriftsartikel (refereegranskat)abstract
    • The extreme inequality in South African education is well-documented by researchers. There is also a rich literature concerned with education for sustainable development (ESD) in the country. The relationship between these two phenomena has, however, been sparsely investigated. Drawing on biopolitical theory and fieldwork conducted in South Africa, this paper queries how ESD programmes handle the lifestyle gap that separates rich and poor populations. The article demonstrates how ESD, through ostensible sensitivity to local ‘realities’, is adjusted to comply with different socio-economic living conditions, and how different roles are assigned to rich and poor in the quest for sustainable development. This differentiation, it is argued, can be understood biopolitically. The paper further argues that the differentiation between populations in rich and poor settings implies a depoliticized notion of local ‘realities’ as something isolated and given, rather than relational and produced. While the overall findings suggest that ESD unfolds through a regime of practice wherein inequality has become effectively normalized, the paper also points to rare disruptive moments where the normal is rendered abnormal. Ultimately it is argued that the South African case is a useful entry-point for discussing generic problems of globally implementing ESD in an enormously unequal world.
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7.
  • Mickelsson, Martin, 1983- (författare)
  • ‘I think it works better if we have an example to help us’ : experiences in collaboratively conceptualizing the scaling of education for sustainable development practices in South Africa
  • 2020
  • Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 26:3, s. 341-358
  • Tidskriftsartikel (refereegranskat)abstract
    • This article aims to contribute to the knowledge of how the ‘scaling’ of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants' past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices.
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8.
  • Molinario, Erica, et al. (författare)
  • From childhood nature experiences to adult pro-environmental behaviors : An explanatory model of sustainable food consumption
  • 2020
  • Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:8, s. 1137-1163
  • Tidskriftsartikel (refereegranskat)abstract
    • In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N = 185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N = 155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.
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9.
  • Nicklas, Lindgren, 1989- (författare)
  • The political dimension of consuming animal products in education : An analysis of upper-secondary student responses when school lunch turns green and vegan
  • 2020
  • Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 26:5, s. 684-700
  • Tidskriftsartikel (refereegranskat)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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10.
  • Olsson, Daniel, 1970-, et al. (författare)
  • Self-perceived action competence for sustainability : The theoretical grounding and empirical validation of a novel research instrument
  • 2020
  • Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 26:5, s. 742-760
  • Tidskriftsartikel (refereegranskat)abstract
    • This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a 'mere' behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one's own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people's action competence for sustainability in various contexts.
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