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- Häggström, Margaretha, 1962, et al.
(författare)
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Att undervisa i hållbar utveckling - Relationellt perspektiv
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur kan lärare arbeta med hållbar utveckling i en tid då globala kriser och klimatförändringar väcker både rädsla och oro? Och hur kan elever samtidigt känna hopp inför sin framtid och sitt vuxna liv? Dessa frågor är utgångspunkt för det utvecklings- och forskningsprojekt som utgör basen i denna bok. Du får följa med i berättelser som lärare och elever skapat tillsammans för att utveckla kunskap om social, ekologisk och ekonomisk hållbarhet. Boken redogör för de pedagogiska utgångspunkterna, men ger också rikligt med praktiska exempel på metoder och former för undervisning i och genom demokratiska och relationella förhållningssätt. Du får konkreta tips på hur du kan integrera hållbar utveckling i undervisningen. Såväl kritiska aspekter som lärdomar och möjligheter lyfts fram. I centrum står eleven och läraren utifrån det relationspedagogiska perspektivet. Att undervisa i hållbar utveckling: Relationellt perspektiv vänder sig till lärarstudenter och verksamma lärare i årskurs F-6. Bokens syfte är att inspirera, stödja och utgöra diskussionsunderlag i skolans arbete med miljöperspektivet och hållbar utveckling.
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| 3. |
- Samuelsson, Bo, 1942, et al.
(författare)
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From Here to Sustainability – Is the Lisbon/Göteborg agenda delivering?
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Executive Summary The European Councils held in Lisbon (2000) and in Göteborg (2001) gave the Union a new direction by establishing a long term strategy with sustainable development as the overarching objective. Sustainable development means, in this context, goals for economic, social and environmental policy, which are both mutually consistent and capable of delivering enhanced economic growth. To assure progress towards an agreed range of targets, the open method of coordination (OMC) has been adopted as the process for the implementation of the strategy. The strategy for sustainable development is a long-term one and, although the deadline originally set for the Lisbon agenda was 2010, it is clear that sustainable development has a much longer time-horizon and also that there is a global dimension to sustainable development, not just an EU one. In the run up to the mid-term review of the Lisbon strategy, this report by the European Panel for Sustainable Development, EPSD, offers an assessment of the EU approach to sustainable development. The report is based on official documents, research reports and background reports prepared by researchers from different disciplines. It concentrates on the EU-15 Member States, because the ten new members that acceded to the EU in May 2004 have not (yet!) been subject to the same commitments in relation to sustainable development. However, in future work by the EPSD, it is anticipated that the coverage will be extended to embrace all 25 Member States. The report starts with a discussion on the political process, followed by an examination of the economic, social and environmental dimensions of the strategy, of the potential of new technologies, and of the results delivered by the Member States. The final chapters include discussions on impact assessment and the global dimension of sustainable development. The focus of the report is on: − The integration of the three dimensions of sustai nable development and the policies that affect them into one coherent strategy − The implementation of the strategy through the open method of co-ordination The main messages of the report are that it is vital to: • Maintain the original commitment to sustainable development as the overarching objective of the Lisbon strategy and improve the co-ordination between the three pillars of the strategy: the economic, social and environmental dimensions [...]
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- Wärvik, Gun-Britt, 1955, et al.
(författare)
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Education in a Societal Crisis—A Swedish Exception in Mitigating the COVID-19 pandemic
- 2023
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Ingår i: Denise Klinge, Arnd-Michael Nohl, Burkhard Schäffer (eds). Pädagogik des gesellschaftlichen Ausnahmezustandes. Erziehung Erwachsener in der Corona-Pandemie. - Wiesbaden : Springer VS. - 9783658423698 ; , s. 67-90
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Why did Sweden not close its primary schools during the COVID-19 pandemic when other countries did? This chapter explores the Swedish approach to mitigating the pandemic, which is often described as an exception from an international perspective. The focus is on a pedagogical programme for the education of the population on how to act properly, and the role of the school sector as an emerging assemblage of interacting agents. We look back at the initial phase of the pandemic, following how the approaches and challenges evolved in four waves up to the summer of 2022. The analysis focuses on the agents involved, their communicative means and how they came to be connected. A main argument is that keeping the schools open should be seen as an active welfare state response and important part of a pedagogical programme for the education of a population, which was based on trust in solidaric behaviour. The Swedish approach to keeping schools open embraced the complex and sometimes even messy interactions of self-governing behaviour and supporting measures but also, to some extent, repressive measures. Thereby, the many complexities embedded in school are revealed.
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