| 1. |
- Bengtsson, Stefan L., 1978-
(författare)
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Beyond Education and Society : On the Political Life of Education for Sustainable Development
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.
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| 2. |
- Cherniak, Brett, et al.
(författare)
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Critiquing the Role of Deliberative Democracy in EE and ESD : The Case for Effective Participation and Pragmatic Deliberation
- 2012
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This article explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there are few good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.
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| 5. |
- Hofverberg, Hanna, et al.
(författare)
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Crafting sustainability? : An Explorative Study of Craft in Three Countercultures as a Learning Path for the Future
- 2017
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Ingår i: Nordic Journal of Science and Technology Studies. - : NTNU Norwegian University of Science and Technology, Department of Interdisciplinary Studies of Culture. - 1894-4647. ; 5:2, s. 8-21
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Tidskriftsartikel (refereegranskat)abstract
- This article explores and seeks to identify what ‘crafting sustainability’ could mean in relation to education for sustainable development (ESD). Certain ESD craft pedagogies are explored in three countercultures (from 1900, 1968 and 2017). The empirical data consists of literature from or about these three countercultures. A broad notion of sustainability and the educational philosophies of perennialism, essentialism, progressivism and reconstructivism are used as theoretical frameworks. The findings show the countercultures’ educative craft purposes, craft skills and approaches to learning craft and the possible implications for ESD. In particular, three tensions concerning the implications of an ESD craft pedagogy are discussed.
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| 6. |
- Hofverberg, Hanna
(författare)
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Crafting Sustainable Development : Studies of Teaching and Learning Craft in Environmental and Sustainability Education
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the thesis is to contribute with new and deepened knowledge about the teaching and learning of craft when the crafting activity is considered as environmental and sustainability education (ESE). To achieve this, three objectives have been formulated: to examine what constitutes a craft subject content relevant for ESE, to examine what influences the learning process when the crafting activity is considered as ESE, and to examine how the crafting material participates in the learning process when the crafting activity is considered as ESE. The three research objectives are addressed by four studies: one literature study (Paper I) and three case studies where the empirical data is constructed through observations (video recordings) of a remake project (Papers II and IV) and an embroidery project (Paper III) in the craft subject ‘educational sloyd’ in Sweden. The main theories that the thesis draws on are Tim Ingold’s theory of making as a practice of correspondence and John Dewey’s transactional approach to meaning-making. Several methods that acknowledge learning in action are used, which makes it possible to explore how the student–material relations emerge and how both humans and more-than-humans participate in the learning activity. The findings show that a craft activity, for example a remake project, can have different purposes and pedagogies, which produce different learning experiences and sustainability outcomes. Further, I identify and distinguish a process content from a product content, which deepens our understanding of what students learn when the crafting activity is considered as ESE. By focusing on how the student–material relations emerge in the learning process – with concepts that I use and develop such as correspondence, stories, and transactant – I empirically show how the crafting material not only participates with its materiality but also creates the embodied stories that students recognise when they encounter the crafting material in the crafting activity. How humans learn in socio-material relations and what consequences these have for ESE are two key issues that are further discussed when the crafting activity is considered as ESE.
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| 7. |
- Håkansson, Michael, 1967-
(författare)
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Politisk tendens, politiskt ögonblick och kreativitet : Studier av miljö- och hållbarhetsundervisning
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the political dimension in Environmental and Sustainability Education (ESE). In the research field different views exist – containing both similarities and differences – regarding what is meant by ‘the political’ in the context of educational practice. What do different authors, policymakers, practitioners etc. mean when they refer to ´the political´ within the context of ESE? The ambiguity that characterises the discussions on the political dimension of (environmental and sustainability) education can impede and blur both research and professional reflection. This can create confusion, particularly amongst teachers, and a clarification of ‘the political’ through an investigation of how it appears in educational practice is vital.The thesis contributes with an educational typology and an analytical model of political moments to identify how the political dimension may emerge in different ways in educational practices. As part of these models the thesis also contributes with two theoretical-analytical concepts – educative moment and creativity – to be used to further discuss how education can use the political to explore new values and new behaviours regarding environmental and sustainable concerns.The theoretical frames of the thesis are poststructural and pragmatic theories, foremost by Chantal Mouffe and John Dewey. The thesis is especially built on a pragmatist and anti-essentialist approach, which argues that we socially construct the meaning of right and wrong, and of what works better in our lives in problematic situations. The thesis has four purposes and the results are presented in four studies. The first purpose examines how Environmental Sustainability Education (ESE) research literature conceptualize the political dimension, and how these findings impact the political dimension as educational content in teaching and learning activities in ESE practice. The second purpose examines different situations in which the political can be handled and experienced in environmental and sustainability education practice. This purpose is dealt with in the second study and the result is a didactical typology called the political tendency. The third purpose is to examine the political and politics in teaching and learning activities, both cognitive and emotional, about antagonism, conflicts, inclusion and exclusion. This purpose is dealt with in the third study and the results are illustrated by empirical examples. The fourth purpose examines the idea of creativity in relation to the political dimension, i. e. where new values can emerge or evolve. These purpose is dealt with in study 2, 3 and 4 and the results are presented as two theoretical-analytical concepts: educative moments and creativity concerning the political dimension in ESE.My ambition is that this thesis will contribute to the discussion about how teaching and learning activities that include a political dimension in ESE can use the presented models to identify educational content of the political dimension, and to further understand how individuals create their relation to their social and physical surroundings. Another ambition is to contribute to philosophical and methodological discussions about the relation between the political dimension, meaning making and embodiment within environmental and sustainability education.
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| 8. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Searching for the political dimension in education for sustainable development : Socially critical, social learning and radical democratic approaches
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:1, s. 6-32
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Tidskriftsartikel (refereegranskat)abstract
- By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.
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| 9. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Searching for the political dimension in Environmental and sustainability education - a literature review : a literature review
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- Politics and the political have made an impression in the field of Environmental Sustainability Education (ESE), where researchers see potentialities for students to develop a respect for the diversity of personal choices and create new and unexpected opinions when they encounter the political dimension in teaching and learning activities in the classroom. The research field consists of a rich and diverse group of scholars that have diverging perspectives on the political dimension of ESE. The aim of the article is to study how the political dimension is conceptualized and how these findings impact the political as educational content in teaching and learning activities in ESE practice. Building on a review of research literature, this article identifies three major approaches in the research field. After comparing these approaches, we conclude the study by suggesting fruitful directions for further research in order to productively translate the idea of the political dimension into educational settings. We suggest the need for empirical research concerning the political dimension as well as a need for research on ESE that more thoroughly integrates the concept of politics, the understanding of the political as embodied and not only learning about the political dimension but also learning from the political dimension.
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