| 1. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Educational Research in Citizenship Competences
- 2022
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Ingår i: The Department of Education at Stockholm University. - Stockholm : Bokförlaget Atlas. - 9789174450385 ; , s. 158-177
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Bokkapitel (refereegranskat)
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| 2. |
- Henriksson, Hans, et al.
(författare)
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Long-term operation of the Swedish Centre for Nuclear Technology (SKC): New challenges and solutions in competence building
- 2016
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Ingår i: Proc. European Conf. Nuclear Education and Training (NESTet 2016), Berlin, Germany, May 22-26, 2016.
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Konferensbidrag (refereegranskat)abstract
- The Swedish Centre for Nuclear Technology (Svenskt Kärntekniskt Centrum, SKC) is a national initiative to perform industry relevant research at Swedish universities, and to support dedicated education of direct use to the Swedish nuclear industry.SKC has been the meeting point between industry and academia for 25 years, and has coped with varying needs from industry and political situations. The present situation in the Nordic countries is split: Sweden plans to shut down four out of ten reactors by 2020, while Finland is planning and constructing new reactors. Even without a strong signal to construct new reactors in Sweden, the need for nuclear competence will stay, as we have challenges in front of us to operate and dismantle power plants, operate the intermediate storage facility CLAB in Oskarshamn, and to build and fill the final repositories in Forsmark.The education supported by the SKC at the selected universities will facilitate possible recruitment for nuclear installations. The funding body of SKC consists of all the Swedish Nuclear Power Plants (NPP) situated in Forsmark (three BWRs), Oskarshamn (three BWRs) and Ringhals (one BWR and three PWRs), and the nuclear fuel manufacturer (Westinghouse), while the main research and education is carried out at Chalmers, KTH Royal Institute of Technology and Uppsala University with corresponding in-kind contribution. The research activities cover highly requested studies for today’s nuclear fleet: material embrittlement, stress-corrosion cracking, accident-tolerant fuel development and ageing management for long-term operation (LTO), while the educational part consists of Bachelor and Master programmes as well as elective courses for students outside the main nuclear programmes and contract education.In the master programmes, focus is on e-learning platforms for courses and examination. Examples from such development are to be presented in the full contribution to the conference. Another success story is project based courses in industry, especially within the Bachelor programmes. This is highly appreciated by students, providing a direct contact with future employers, The success of SKC originates from close contact between the funding bodies and academia on many levels: base funding for course preparation, project support in annual calls, and dedicated long-term research funding. But also dedicated industrial experts, and an enthusiasm from academia to enlighten present research issues, as well as strong presence at universities during student fairs and career days. That is LTO of SKC!
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| 3. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Aesthetic Experiences and Artistic Creation : A Transactional Analysis of Learning in Computer Programming
- 2022
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Ingår i: Deweyan Transactionalismin Education. - London : Bloomsbury Academic. - 9781350233317 - 9781350233331 ; , s. 179-258
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Bokkapitel (refereegranskat)abstract
- What is different about this book than almost any other in philosophy of education is only three of the contributors are philosophers. All the rest are empirical educational researchers. They are, however, philosophically sophisticated researchers. They are unique in that they rely on philosophy, not the social sciences, to provide their theoretical frameworks and inform their methods of empirical investigation. These chapters may be read as a contribution to what is sometimes called “applied philosophy” by those who do not realize that a philosophy that cannot be applied is nonsense.
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| 4. |
- Håkansson, Michael, 1967-
(författare)
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Att våga vara klimatpolitisk
- 2010. - 1
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Ingår i: Klimatdidaktik. - Stockholm : Liber. - 9789147093564 ; , s. 97-123
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Didaktiska perspektiv på lärande för hållbar utveckling på Stockholmsuniversitets lärarprogram – en genomlysning av kursplaner 2019-2020
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Medel från Rektors 5:e utlysning för kvalitetsutveckling för utbildning har använts för att genomföra en genomlysning av Stockholms universitets (SU) lärarprogram med avseende på didaktik och hållbar utveckling. Didaktik belyser undervisningens genomförande medan hållbar utveckling innebär att nuvarande och kommande generationer försäkras en hållbar ekologisk, ekonomisk och social utveckling.Representanter från de institutioner som ansvarar för Stockholms universitets lärarprogram har samlats regelbundet under 2019-2020. Medverkande institutioner är Institutionen för pedagogik och didaktik (IPD), Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik (HSD), Institutionen för matematikämnets och naturvetenskapsämnenas didaktik (MND), Barn- och ungdomsvetenskapliga institutionen (BUV) och Institutionen för språkdidaktik (ISD).Behovet av denna genomlysning grundas i högskolelagen (1992:1434) som ålägger alla lärosäten att verka för hållbar utveckling och att högskoleförordningen tydliggör att ett examensmål för lärarexamen, oavsett lärarprogram och inriktning, är undervisning för hållbar utveckling.Syftet med genomlysningen är att ge underlag för att utveckla kvalitén med avseende på didaktiska perspektiv på hållbar utveckling i de lärarprogram som ges på SU. Underlaget består av att i kursplaner och litteraturlistor identifiera var och i vilken utsträckning hållbar utveckling behandlas i lärarprogrammen samt identifiera möjligheter för att inkludera hållbar utveckling inom respektive lärarprogramI föreliggande rapport presenteras resultaten från genomlysningen av respektive lärarprogram. Totalt genomlystes 289 kursplaner från 10 lärarprogram. I kursplanerna studerades kursens innehållsbeskrivning, förväntade studieresultat och kurslitteratur. Kopplingen till didaktik och hållbar utveckling uttrycks i tre nivåer: ingen, viss eller direkt koppling. Sett över samtliga innehållsbeskrivningar är fördelningen att 3% av kurserna hade direkt koppling, 12% viss koppling och 85% ingen koppling till didaktik och hållbar utveckling. Mönstret var likartat för Förväntade studieresultat och Kurslitteratur (se Tabell 1). Resultatet visar att det finns ett stort behov av att skapa gemensamma förutsättningar för en utvecklingsprocess mot en didaktik för hållbar utveckling för samtliga lärarprogram på Stockholms universitet.I rapporten pekas på programrådens roll som central för att påskynda implementeringen av hållbar utveckling på lärarprogrammen på Stockholms universitet. Programråden har möjlighet att samordna både kurser och lärarutbildare inom och mellan lärarprogram för att säkerställa att alla lärarstudenter examineras med avseende på didaktik och hållbar utveckling.Följaktligen befinner sig Lärarprogrammen på Stockholms universitet inför en rad didaktiska och organisatoriska utmaningar för att uppfylla delmålet i lärarexamensordningen rörande didaktik och hållbar utveckling. Hållbar utveckling är interdisciplinärt och skapar därför behov av samarbete och samordning mellan institutioner. I denna samordning spelar programråden för respektive lärarprogram en central roll.
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| 6. |
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| 7. |
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| 8. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Politics and the political in environmental and sustainability education : A construction of an analytical model
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- Researchers in environmental sustainability education (ESE) play a central role in the political dimension that pluralism gives rise to. This includes the increasing theoretical tendency to view conflicts as ontological in a pluralistic democracy. Curiously, though the political dimension of educational processes has been theorized in ESE, empirical studies are still unusual. The aim of this article is, through theoretical, methodological and empirical work, to construct an analytical model to generate empirical knowledge about politics and the political – where students’ deal with conflicts, decision, inclusion and exclusion - in teaching and learning activities. This article recounts a combined empirical and philosophical study of the political dimension in ESE practice. The empirical material consists of a video recorded lesson and attempts to understand why some of the students did not raise their voices to express their disagreements, even though they clearly express disagreements in a written survey after the same lesson. This contradictory pictures has rarely been discussed in ESE research literature. It is crucial to reflect on whether face-to-face relations tamp down conflicts and if the students consequently do not become educated in or involved in the political dimension of environmental and sustainable issues. This concern is addressed using Chantal Mouffe’s theory of the political and a pragmatist theory of emotions and meaning-making, particularly by John Dewey. Introducing a didactical analytical model of political moments allows us to identify when a moment occurs as political. This model also allows us to study the anatomy of a political moment: first, we never start from scratch, meaning that we experience things that we discover as valuable and to which we feel committed; second, the moment is one that demands a judgment between incompatible alternatives; and third, the moment require a decision between conflicting ends of a kind that will determine or re-determine some amount of previously assumed solidarity and communality, i. e. our social relations. These moments occur when students suddenly experience undecidability in a situation that requires a decision, which inevitably leads to an act of inclusion and exclusion. In other words, the political becomes embodied in a practice of politics in a given context. This may include not only a new appreciation for commitments as part of the political dimension but also invite a way of learning from experiencing political moment in terms of undecidability and antagonism. With these ideas in mind, we suggest that the political dimension can become the source of new understandings, particularly that politics inevitably is an act of inclusion and exclusion.
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| 9. |
- Håkansson, Michael, 1967-
(författare)
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Politisk tendens, politiskt ögonblick och kreativitet : Studier av miljö- och hållbarhetsundervisning
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis takes its point of departure in the political dimension in Environmental and Sustainability Education (ESE). In the research field different views exist – containing both similarities and differences – regarding what is meant by ‘the political’ in the context of educational practice. What do different authors, policymakers, practitioners etc. mean when they refer to ´the political´ within the context of ESE? The ambiguity that characterises the discussions on the political dimension of (environmental and sustainability) education can impede and blur both research and professional reflection. This can create confusion, particularly amongst teachers, and a clarification of ‘the political’ through an investigation of how it appears in educational practice is vital.The thesis contributes with an educational typology and an analytical model of political moments to identify how the political dimension may emerge in different ways in educational practices. As part of these models the thesis also contributes with two theoretical-analytical concepts – educative moment and creativity – to be used to further discuss how education can use the political to explore new values and new behaviours regarding environmental and sustainable concerns.The theoretical frames of the thesis are poststructural and pragmatic theories, foremost by Chantal Mouffe and John Dewey. The thesis is especially built on a pragmatist and anti-essentialist approach, which argues that we socially construct the meaning of right and wrong, and of what works better in our lives in problematic situations. The thesis has four purposes and the results are presented in four studies. The first purpose examines how Environmental Sustainability Education (ESE) research literature conceptualize the political dimension, and how these findings impact the political dimension as educational content in teaching and learning activities in ESE practice. The second purpose examines different situations in which the political can be handled and experienced in environmental and sustainability education practice. This purpose is dealt with in the second study and the result is a didactical typology called the political tendency. The third purpose is to examine the political and politics in teaching and learning activities, both cognitive and emotional, about antagonism, conflicts, inclusion and exclusion. This purpose is dealt with in the third study and the results are illustrated by empirical examples. The fourth purpose examines the idea of creativity in relation to the political dimension, i. e. where new values can emerge or evolve. These purpose is dealt with in study 2, 3 and 4 and the results are presented as two theoretical-analytical concepts: educative moments and creativity concerning the political dimension in ESE.My ambition is that this thesis will contribute to the discussion about how teaching and learning activities that include a political dimension in ESE can use the presented models to identify educational content of the political dimension, and to further understand how individuals create their relation to their social and physical surroundings. Another ambition is to contribute to philosophical and methodological discussions about the relation between the political dimension, meaning making and embodiment within environmental and sustainability education.
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| 10. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Searching for the political dimension in education for sustainable development : Socially critical, social learning and radical democratic approaches
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:1, s. 6-32
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Tidskriftsartikel (refereegranskat)abstract
- By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.
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