| 1. |
- Öhman, Johan, 1961-, et al.
(författare)
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Barns möte med naturen
- 2013
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Ingår i: Friluftsliv i förändring. - Stockhom : Rapport (Statens naturvårdsverk). ; , s. 115-130
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Andersson, Erik, 1979-, et al.
(författare)
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Young people's conversations about environmental and sustainability issues in social media
- 2017
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Ingår i: Environmental Education Research. - Oxon, United Kingdom : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
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Tidskriftsartikel (refereegranskat)abstract
- Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
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| 3. |
- Andersson, Karin M., 1972-, et al.
(författare)
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Miljödidaktisk lärandeanalys
- 2015
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Ingår i: Naturmötespraktiker och miljödidaktiskt lärande. - : Uppsala universitet. - 9789155486112 ; , s. 235-254
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Andersson, Karin, 1972-, et al.
(författare)
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Moral relations in encounters with nature
- 2015
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 15:4, s. 310-329
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bring- ing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games.
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| 5. |
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| 6. |
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| 7. |
- Andersson, Pernilla, 1969-, et al.
(författare)
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Logics of business education for sustainability
- 2016
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 22:4, s. 463-479
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores various kinds of logics of‘business education for sustainability’and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education.Our results also showhow the different logics position the subject business person differently, as one who adapts to,adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.
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| 8. |
- Boström, Magnus, 1972-, et al.
(författare)
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Conditions for Transformative Learning for Sustainable Development : A Theoretical Review and Approach
- 2018
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 10:12
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Tidskriftsartikel (refereegranskat)abstract
- Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.
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| 9. |
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| 10. |
- Boström, Magnus, 1972-, et al.
(författare)
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Transformative learning
- 2024
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Ingår i: Elgar Encyclopedia of Environmental Sociology. - : Edward Elgar Publishing. - 9781803921037 - 9781803921044 ; , s. 550-556
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Bokkapitel (refereegranskat)abstract
- This entry reviews the concept of transformative learning. Transformative learning theory stresses a learning perspective for situations when actors in (self-)critical ways recognize and reassess basic assumptions and expectations that steer their thinking, feeling, and acting. The theory relies on the humanistic assumption that people have, via deliberative acts, inner capacities to change circumstances. Transformative learning is defined as the process through which actors transform problematic frames of reference. The concept has been applied broadly in sustainability studies, including environmental sociology. The entry discusses five such fields of research, with relevance for environmental sociology: (1) environmental and sustainability education research, (2) the role of emotions in relation to, for example, climate change, (3) research on environmental activism, (4) lifestyle change, and (5), on transformative learning on community/organizational levels.
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