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- Hort, Sofia, 1984-
(författare)
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Skrivprocesser på högskolan : Text, plats och materialitet i uppsatsskrivandet
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to explore how students in a higher education context handle the writing of their final essay. Applying a sociomaterial approach, the study offers comprehensive case studies of students’ writing processes. The thesis attempts to show how student writers handle writing challenges through different technologies and at different places. It does so by implementing the Mobile Technologies Process Logs (MTPL)-method, wherein participating students take an active role to create and gather data on their own writing processes.The results show that some students’ textual work could be described in terms of being comprehensive, and hence handled through varied writing technologies at various writing places. These students write a lot of texts to move the writing process forward. Other writers take a more product-oriented view in their writing, and hence write through fewer technologies, at a few places, and with a wish to finish their final text product directly. Many of the students make explicit how they process the literature through writing texts. The knowledge production, the analysis, which is central to academic writing, seems however more implicit and difficult for the students to handle, specifically if having a product oriented view on writing. The results also show how students mobilize different textual actions to meet challenges that writing an (digital) essay implies. This work is clearly emplaced ,at diverse or at more homogenous writing places.It is significant to make textual strategies as well as the functions of writing technologies and place visible to all students. It seems vital at times where higher education, as well as the students entering this institution, are put in front of a raft of (new) challenges. At the same time as the idea of the bad student writer is prevailing, higher education institutions seem not to teach how an academic writing process could be managed in successful ways. This thesis contributes to this field of inquiry with results on how students’ writing processes can be characterized.
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| 4. |
- Sund, Louise, 1970-, et al.
(författare)
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On the need to repoliticise environmental and sustainability education : rethinking the post-political consensus
- 2014
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 20:5, s. 639-659
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Tidskriftsartikel (refereegranskat)abstract
- This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.
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| 5. |
- Sund, Louise, 1970-, et al.
(författare)
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Poststructural criticism of cosmopolitanism : implications for education for sustainable development
- 2012
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Konferensbidrag (refereegranskat)abstract
- This paper draws attention to the possibilities of the qualified philosophical discussion about a cosmopolitan dilemma in the development of ESD. We argue that one challenge facing the development of ESD is the finding of balanced ways to deal with the normativity dilemma that take both the search for universal claims and particular contexts seriously.Taking the perspective of educational philosopher Sharon Todd, we explore how postmodernist thinking and a poststructural perspective balance between the cultivation of universal values and individuals’ autonomous thinking, and relate these approaches to ESD. Our claim is that ESD is in need of a critical discussion and exploration of ESD as a political project with dissonant voices that takes the particular human encounter into consideration.
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| 6. |
- Sund, Louise, 1970-, et al.
(författare)
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Swedish teachers’ ethical reflections on a study visit to Central America
- 2014
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Ingår i: Journal of Moral Education. - : Taylor & Francis Group. - 0305-7240 .- 1465-3877. ; 43:3, s. 316-331
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Tidskriftsartikel (refereegranskat)abstract
- In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers’ experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey’s ethical thoughts on moral situations as a point of departure and deals with teachers’ ethical reflections in a way that takes the contextual and situated nature of morals into account.
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- Tryggvason, Ásgeir, 1983-, et al.
(författare)
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Schooling and ESE : revisiting Stevenson’s gap from a pragmatist perspective
- 2022
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 28:8, s. 1237-1250
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Tidskriftsartikel (refereegranskat)abstract
- Environmental and sustainability education (ESE) consists of topical existentialand ethical issues. At the same time, these issues are taught ina school setting that is shaped by assignments, grades, and school tasks.The relationships between structures of formal education in a schoolenvironment and the characteristics of ESE has been described in dichotomousterms as a contradiction, known in the ESE research field as“Stevenson’s gap”, after Robert B. Stevenson. The aim of this article is toovercome this dichotomous understanding of the relation betweenschooling and ESE by providing a pragmatist perspective. Drawing onJohn Dewey’s notion of habit, two learning habits are outlined by whichstudents encounter environmental and sustainability issues in the classroom:the habit of schooling and the habit of inquiry. Empirical data fromSwedish upper secondary schools is used to illustrate their meaning inclassroom practice. Our pragmatist conceptualisation highlights howthese habits are simultaneously present in the same classroom. A conclusionis that teaching and learning in ESE should not be reduced toeither habit but that both can be valuable for a robust and vital ESE.
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- Öhman, Johan, 1961-, et al.
(författare)
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A didactic model of sustainability commitment
- 2021
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 13:6
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Tidskriftsartikel (refereegranskat)abstract
- This article proposes a model that describes and frames sustainability commitment. The model is based on didactic theory and pragmatic philosophy and is informed by several empirical studies on environmental and sustainability education (ESE) practice. The intention is for the model to serve as a critical perspective on ESE practices in secondary and upper secondary schools, and to offer a framework for the development of future practice with emphasis on teachers’ choices of content and teaching methods. The model suggests that a sound commitment is situated in the intersection of the intellectual, emotional, and practical aspects of sustainability. It is argued that: The intellectual aspect is essential for giving the commitment scientific rigor and a critical stance; emotions are vital for students to become dedicated; and skills to carry out appropriate actions for change is necessary for playing an active role in providing a sustainable transformation of society.
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