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| 2. |
- Springob, Jan
(författare)
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Sustainability in teacher education around the world : FIRST INSIGHTS IN NATIONAL LEGAL GUIDELINES AS WELL AS GOOD PRACTICE EXAMPLES AND INITIAL APPROACHES FROM UNIVERSITIES IN ARGENTINA, AUSTRIA, CANADA, ESTONIA, GERMANY, MEXICO, NAMIBIA, SWEDEN, THE USA, AND VIETNAM
- 2023
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Rapport (populärvet., debatt m.m.)
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| 3. |
- Bengtsson, Stefan L., 1978-
(författare)
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A pedagogy of vulnerability
- 2019
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Ingår i: Dark Pedagogy. - London & New York : Palgrave Macmillan. - 9783030199326
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Bokkapitel (refereegranskat)
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| 4. |
- Bengtsson, Stefan L., 1978-
(författare)
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Aporias, politics of ontology, ethics, and “we”?
- 2016
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Ingår i: The Journal of Environmental Education. - : Informa UK Limited. - 0095-8964 .- 1940-1892. ; 47:2, s. 163-168
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Tidskriftsartikel (refereegranskat)
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| 5. |
- 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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| 6. |
- Bengtsson, Stefan L., 1978-
(författare)
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Dark pedagogy : Speculative realism and environmental and sustainability education
- 2020
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:9/10, s. 1453--1465
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Tidskriftsartikel (refereegranskat)abstract
- This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.
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| 7. |
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| 8. |
- Bengtsson, Stefan L., 1978-
(författare)
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Death
- 2019
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Ingår i: Dark Pedagogy. - London & New York : Palgrave Macmillan. - 9783030199326
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Bokkapitel (refereegranskat)
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| 9. |
- Bengtsson, Stefan L., 1978-
(författare)
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Didaktiken efter idealismen : Undervisningsobjektets återkomst i antropocen
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 27:3, s. 32-53
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Tidskriftsartikel (refereegranskat)abstract
- Artikelns syfte är att skapa medvetenhet om den tyska idealismens påverkan på didaktiskt tänkande, både när det gäller undervisningsinnehåll och specifikt när undervisningsinnehåll förstås i relation till antropocen. Artikeln är strukturerad så att den belyser de två aspekter som ingår i artikelns titel: kopplingen mellan didaktik och idealism, samt undervisningsobjektets status och antropocen. Den första aspekten rör kopplingen mellan didaktiken och idealismen. Här kommer artikeln påvisa idealismens påverkan på didaktiskt tänkande. Jag argumenterar för att idealismens arv lett till att undervisningsobjektet reduceras till ett undervisningsinnehåll i didaktiskt tänkande. Den andra aspekten rör vikten av att återupptäcka undervisningsinnehållet i antropocen. Det är i relation till antropocen som jag argumenterar för vikten av att göra en åtskillnad mellan undervisningsinnehållet och undervisningsobjektet.
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| 10. |
- Bengtsson, Stefan L., 1978-
(författare)
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Engaging with the Beyond-Diffracting Conceptions of T-Learning
- 2019
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 11:12
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Tidskriftsartikel (refereegranskat)abstract
- This paper develops a theory of transgressive learning (t-learning) as it was experimented with in the International Science Council t-learning network. The method applied is a diffractive reading of conceptions of transgression in academic publications emerging from different cases. The results show that there can be no definite conduct to or understanding of transgression, as transgression itself entails a subversion of rules, contexts, and borders. Instead, the results document several overarching categorical positions and axiomatic understandings of transgression that emerge from the background of context-specific wicked sustainability issues. Transgressive learning can be understood as a set of contextually diverse techniques and practices that attempt to bring about change through and in learning. Transgressive learning can result in experiential learning excesses where the excess is the very source of difference and makes change possible. The diversity of conceptions of transgressive learning open up new entry points for engaging with sustainability-oriented learning and education that is open to change rather than to reproducing unsustainable social structures and dynamics.
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