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- Eames, Chris, et al.
(författare)
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Exploring the constitution of Environmental Education as situated, critical processes of learning and change: A collaborative synthesis across diverse regional contexts
- 2018
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Ingår i: Brazilian Journal of Environmental Education. ; 13, s. 42-60
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Tidskriftsartikel (refereegranskat)abstract
- This article offers a set of unique vignettes or stories that attempt to illustrate examples of critical approaches to environmental education (EE) in diverse contexts. It draws from the experiences of five environmental educators in four different regions of the world. We detail the history of the emergence of critical consciousness in education in Brazil, and its application in a Brazilian region, then move to examples of critical educational responses to oppression in New Zealand and Zimbabwe, before closing with a critical examination of innovative teaching and research in Europe. Through this breadth of endeavour, we identify commonalities across these contexts such as the importance of participatory action and research to examine people-environment relations, particularly as constituted by indigenous peoples, and to interpret realities in ways that empower through learning-led social-ecological change. We argue that this critical approach can foster emancipation through individual and collective learning in EE processes within very different contexts.
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| 3. |
- Sund, Louise, 1970-, et al.
(författare)
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Can we unpack the global in ESE? An introduction.
- 2015
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Ingår i: Neilson, A.L., Spannring, R., Lysgaard, J.G., Kronlid, D. O., Sund, L., Sund, P. (2015). <em>"All Our Relations": Respecting People and Scholarship. Creative roundtable for European Conference on Educational Research. </em>.
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Konferensbidrag (refereegranskat)abstract
- In seeking co-provocateurs for this roundtable, the initial outreach was fuelled by anger regarding the devaluing of social sciences compared to natural sciences and economics (Mendel, 2014) as well as the frustration of seeing poorly designed research by natural scientists studying human behaviour and education without being informed by protocols and best practices developed for such work by the social sciences (Pooley, Mendelsohn & Milner-Gulland, 2014), and ignorance of deep critical explorations of educational and other social processes by sociologists, anthropologists amongst others (Sund & Lysgaard, 2013). However, the initial response provoked an offer to discuss the role of love in environmental and sustainability education research, ESER. While this reply was clearly housed in the same concerns and critique initially expressed, the use of the word “love”, a powerful concept simultaneously simple and complex, drew us to seek a circle of renewal and remembering of life and lives that may have been forgotten at times within ESER.The phrase “all our/my relations” comes from indigenous worldviews and practices of honouring all the people who have come before you as well as the other living beings with whom we share this planet (Kulnieks, Longboat & Young, 2013). This round table discussion will honour all our relations by remembering the current and past practices which take on issues related to motivation rooted in social and cultural patterns, as well as politics of knowledge with complex histories and inequities (Glass, Scott & Price, 2012; Sund & Öhman, 2014). We will respect people and scholarship via three main currents of discussion:The role of love in ESER“Ignored concepts” - Research and extensive discourse that gets ignored when defining questions that assume people are selfish and have never cooperated to protect the commons, or are not politically active (Gaiser, Rijke & Spanning, 2010) uncritical acceptance of people/nature dichotomy, uncritical use of education as transferring information from expert to ignorant.Political dimensions of ESER (postcolonial lens, global inequities, poverty in the “south”)The discussions will flow at the level of and through individuals, but also at infrastructural and conceptual spaces and places. Creative methodologies provide powerful avenues to disrupt imbalances and injustices and take into account issues of representation, legitimation and politics in research as well as communications about research (McKenzie, 2005). Philip Payne (2005) challenges the limitations of textual discourse as a way of knowing; he focuses on “being, doing and becoming a relational, social and ecological ‘self’” (p. 415) and suggests that strong cultural production constrains these qualities. Framing, metaphors and narratives are important for meaning making (Lakoff, 2010) and are particularly important to deconstruct when challenging dominant views that may have been taken as common sense (Stone-Mediatore, 2003), as well as inviting critical reflection on the very story being told. We will use creative juxtapositioning of the currents of discussion in order to evoke deeper insights than may arise from sequential presentations of the three discussion themes (Neilson, 2009). Additionally, the format of the round table will include multiple forms of communications to involve all who attend, and, the participants along with the provocateurs will physically be seated within a circle.ReferencesGaiser, W., Rijke, J.D., & Spanning, R. (2010). Youth and political participation – empirical results for Germany within a European context. Youth 18(4), 427-450. Glass, J. H., Scott, A., & Price, M. F. (2012). Getting active at the interface: How can sustainability researchers stimulate social learning? In A. Wals & P. Blaze Concoran (Eds.) Learning for sustainability in times of accelerating change. pp. 167-183. Wageningen University Press, NL. Kronlid, D.O., & Öhman, J. (2012). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, ifirst article, 1-24. Kulnieks, A., Longboat, D. R. & Young, K. (2013). Contemporary Studies in Environmental and Indigenous Pedagogies. A Curricula of Stories and Place. Rotterdam: Sense Publishers. Lakoff, G. (2010). Praxis forum. Why it matters how we frame the environment. Environmental Communication, 4(1), 70-81. McKenzie, M. (2005). The ‘post-post period’ and environmental education research. Environmental Education Research, 11(4), 401-412. Mendel, J. (2014). Bad Research and High Impact: The Science: So What Campaign and Social Media Criticism. ACME: An International E-Journal for Critical Geographies, 13(1), 56-61. Neilson, A. L. (2009). The power of nature and the nature of power. Special Issue: Inquiries into practice. Canadian Journal of Environmental Education, 14, 136-148. Payne, P. (2005). Lifeworld and textualism: Reassembling the researcher/ed and ‘others’. Environmental Education Research, 11(4), 413-431. Pooley, S. P., Mendelsohn, J. A., & Milner‐Gulland, E. J. (2014). Hunting Down the Chimera of Multiple Disciplinarity in Conservation Science. Conservation Biology, 28(1), 22-32. Stone-Mediatore, S. (2003). Reading across border: Storytelling and knowledges of resistance. New York, NY: Palgrave. Sund, L., & Öhman, J. (2014). On the need to repoliticise environmental and sustainability education: Rethinking the postpolitical consensus. Environmental Education Research, 20(5), 639-659. Sund, P., & Lysgaard, J. (2013). Reclaim “Education” in Environmental and Sustainability Education Research. Sustainability, 5(4), 1598–1616.
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| 5. |
- Sund, Per, 1958-
(författare)
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4. Att välja undervisningsinnehåll
- 2014
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Ingår i: Lärande i handling. - : Studentlitteratur. - 9789144088785 ; , s. 47-58
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Ämnesinnehåll, arbetssätt och arbetsformer samverkar på ett övergripande sätt och bildar tillsammans det som i detta kapitel benämns undervisningssinnehåll. Jag inleder kapitlet med att argumentera för behovet att uppmärksamma att lärare arbetar inom undervisningstraditioner, vilka gör att de kommunicerar olika undervisningsinnehåll till eleverna. Därefter följer en kort redovisning om de mest utmärkande dragen hos traditionerna samt hur forskningen synliggjort dem. Till sist presenteras ett reflektionsverktyg för lärare/lärarlag som kan användas som stöd för att urskilja undervisningstraditioner i den egna verksamheten och därigenom på ett mer reflekterat sätt kunna förändra undervisningsinnehållet.
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| 6. |
- Sund, Per, 1958-, et al.
(författare)
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”Alla gör fel?!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov
- 2017
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Ingår i: NorDiNa. - 1504-4556 .- 1894-1257. ; 13:1, s. 3-16
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Tidskriftsartikel (refereegranskat)abstract
- Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt? Studiens titel, ”alla gör fel” anspelar på just detta och kommer från en elevs uttalande då eleven inser det sannolika i att samtliga elever i elevgruppen gör på samma sätt av sociala skäl istället för att använda sig av sina individuella naturvetenskapliga kunskaper. Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas.
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| 7. |
- Sund, Per, 1958-
(författare)
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Assessing environmental and sustainability education in times of accountability, measurement and evidence
- 2016
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Ingår i: Leading Education: The Distinct Contributions of Educational Research and Researchers.
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Konferensbidrag (refereegranskat)abstract
- The tendency to assess students has increased worldwide (Broadfoot & Black, 2004; Lundahl, Roman, & Riis, 2010). The purpose is usually to assess their knowledge but large scale tests also aim to build foundations to make grading more equivalent on a national level (Lundqvist & Sund, In Press; Sund, In Press). The theoretical tests are suitable for subject matter knowledge but the challenge is to assess practical abilities. This is often done by theoretical tests asking questions on experiences and results from practical work (Cfr the outlines in Ofqual (2015)). Another approach is to develop test with parts containing a practical inquiry. In Sweden the national school agency have developed a national test which include a practical part where the task is related to acidification of lakes. Within this part teachers are expected to conduct a given systematic inquiry to assess student’s achievements supported by well-developed assessment guides. It is well known in earlier research that it is complicated to conduct practical tests (Abrahams & Reiss, 2012; Harlen, 1999). This case study focus on the possible obstacles for teachers when they are assessing practical abilities during a test in a laboratory environment. This type of test and test environment is complicated. The purpose of this study is to investigate the prerequisites for teachers to make an individual assessment of students’ individual abilities during a practical work. Differences in three groups way of choosing equipment in the beginning of their practical test inspired to study the conditions for teachers’ equivalent assessments of student’s independent practical work. The research question is:What obstacles are present when teachers assess student’s individual achievements? The results make a number of practical and social obstacles visible. They are discussed in relation equivalent assessment, alternative ways of assessing students’ practical abilities to be able avoid some of the discerned challenges.
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| 8. |
- Sund, Per, 1958-
(författare)
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Att urskilja selektiva traditioner i miljöundervisningens socialisationsinnehåll - implikationer för undervisning för hållbar utveckling
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Discerning selective traditions in the socialization content of environmental education – implications for education for sustainable developmentThis thesis offers an empirical contribution to research on content issues in environmental education. One way of approaching content issues is to study the socialization content. Socialization content forms an educational context in which subject matter content can develop into meaning. Through their different actions teachers communicate companion meanings to students, which together constitute the socialization content. These are messages about the subject and about education, such as the importance of students’ participation.One important starting point for this thesis is that the learning of subject matter and socialization content is simultaneous. Learning is often regarded as an inner individual process, while socialization is more often understood as an external fostering. By using the concept of meaning making, learning and socialization can be regarded as both simultaneous and mutual.The thesis has two main purposes, namely, methodological development and a more substantial study of socialization content. An interview method and analytical tool for researchers has been developed as a result of conducting a literature review and interviewing upper secondary school teachers involved in a general science course. This tool can be used to study the qualitative aspects of socialization content by examining shifts in five important educational aspects, and has been applied to the empirical data collected from teacher and student interviews.The analytical tool can also be transformed into a reflection tool for teachers to render their educational habits more visible. Teachers’ collective habits can develop into selective traditions in environmental education. Socialization content can be regarded as an important value-laden content that needs to be critically examined in an open democratic school system. These discussions could facilitate the development of a more pluralistic environmental education, which in turn could be further developed into an education for sustainable development.
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| 9. |
- Sund, Per, 1958-
(författare)
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Discerning selective traditions in science education – A qualitative study of teachers’ responses to what is important in science teaching
- 2016
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Ingår i: Cultural Studies of Science Education. - : Springer Science and Business Media LLC. - 1871-1502 .- 1871-1510. ; 11:2, s. 387-409
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Tidskriftsartikel (refereegranskat)abstract
- Science teachers have differing views about what students should learn. Their teaching experience often leads them to develop habitual answers to students’ questions, such as – why should I learn this? Some teachers argue that students need to learn more ‘canonical’ science knowledge so that they can become scientists, while others tell students to apply scientific knowledge in order to make their everyday lives easier. If a group of teachers argue and act in similar ways in similar situations, they can be described as working in a similar collective habit. In this study these are called selective traditions in science teaching. In practical terms they work well in everyday, multifaceted, hectic teaching situations. However, the traditions can obstruct the inclusion of socio-scientific issues (SSI) in national science education tests. Some research has been conducted on selective traditions in written curriculum material, although little is known about how they can be discerned in teachers’ descriptions of their science teaching. This study draws on Dewey’s discussion of the interplay between individual and collective habits to discern teaching traditions by regarding them as institutionalized teaching habits. A firmly developed analytical tool is applied to the extensive data consisting of twenty-nine Swedish science teachers’ responses in semi-structured interviews. The methodology used in this study is inspired by earlier environmental and sustainability education (ESE) research. The results are discussed in relation to earlier research on ‘scientific literacy’ and how research can support teachers’ changes of practice to encourage students to perform better in large-scale tests.
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| 10. |
- Sund, Per, 1958-
(författare)
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Discerning the extras in ESD teaching - A democratic issue
- 2008
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Ingår i: Values and democracy in education for sustainable development. - Malmö : Liber. - 9789147088515 ; , s. 56-74
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- IntroductionThere is an ongoing debate in contemporary research of education for sustainable development as to how good environmental education ought to be conducted and which goals should be accomplished (Fien, 1993, 2004; Hart, 2003; Huckle & Sterling, 1996; Jensen, Schnack, & Simovska, 2000; Kyburz-Graber, Hofer, & Wolfensberger, 2006; Sund & Wickman, submitted; Tillbury & Turner, 1997). The educational content is rarely commented on, however, except to note that the often dominating ecological subject content should be extended to include content from areas such as economics and the social sciences. According to Sterling (2004) and Bonnett (2003a) this is not enough: education itself also needs to be changed. A transformed education is an important aspect of sustainable development and not just an instrumental tool by which society might reach sustainability. From a democratic perspective, it is essential to make the current tendency of change from environmental education (EE) to education for sustainable development (ESD) much more visible. In other words, the aim should be to turn the globally discussed change of a school subject into a lifelong learning perspective (Breiting, 2000). Doyle (1992) thinks that the dichotomy between subject content and the conduct of teaching is created. Schnack (2000) emphasises that the actual creation of teaching is to be regarded as a teaching content: ”The central curricular question is no longer simply concerning the process of education, but must itself form part of the content” (p.123). If it is as Schnack (2000) and Doyle (1992) describe, then educational researchers need to grasp the content issues in a much more holistic way and study subject content, teaching methods, and perhaps also teachers’ aims, simultaneously. Munby and Roberts (1998) point to the importance of studying the educational context that arises through teachers’ different messages to students and is communicated through speech and other actions during the actual practice of teaching. The conclusion of this introductory discussion is that there is a need for an analytical tool with which to put together and offer an overview of educational context. The context in which subject content is taught is here called the socialisation content (Östman, 1995). One important point of departure for this study is that the learning of subject content and socialisation content occurs simultaneously, and together they constitute the educational content. This study focuses on the socialisation content, which is studied through describing teachers’ different starting points for their messages to students. These might be different messages about the subject content, different messages in the teaching process, or whether the students are allowed to become more involved in the experience of education. There are several arguments for studying the educational content of schools in a more overarching way. One important reason is to create conditions for more open and democratic discussions. In a democratic country the school’s educational content should be subject to a common critical investigation, where the nature of the content and its extent are as apparent as the motives. The extended subject content in ESD is often easy to present, while the socialisation content is hardly known or noticed. The subject matter and its pedagogy are especially important in ESD, given its value-related nature (Corney & Reid, 2007) (see Lundegård, this volume). The starting points for teachers’ value-related and often hidden choices of socialisation content are of common political interest. These therefore need to be made visible, rather than implied or insinuated as a kind of tacit background (Bonnett, 1999). This has its origins in teachers’ choices in a number of different fundamental educational aspects, which could be fruitful in terms of illustrating and understanding the relation between EE and ESD. The aim of this study is to contribute to a better developed knowledge of content in environmental education and education for sustainable development. This study analyses the socialisation content in EE and ESD and its points of departure in central aspects of education. The socialisation content is the educational context in which a subject matter is communicated. By studying earlier research concerned with the content and conduct of environmental education, the purpose is thus to develop an analytical tool for researchers that could help to make teachers’ communicated socialisation content much more visible. In other words, by formulating specific questions about different aspects of education, these questions could be regarded as an analytical tool that not only facilitates the identification of the different messages that teachers communicate to students through speech and other actions but also makes them more visible. In this way I would like to contribute to the development of opportunities for researchers and teachers to talk about content issues in ways other than the more usual subject-related approach. Moreover, the results allow all the educational stakeholders to challenge and critically examine the content and value-related starting points presented in EE and ESD.
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