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| 2. |
- Lotz-Sisitka, Heila, et al.
(författare)
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Co-designing research on transgressive learning in times of climate change
- 2016
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Ingår i: Current Opinion in Environmental Sustainability. - : Elsevier BV. - 1877-3435 .- 1877-3443. ; 20, s. 50-55
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Tidskriftsartikel (refereegranskat)abstract
- This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.
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| 3. |
- McGarry, Dylan
(författare)
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The Pluriversity for Stuck Humxns : A Queer EcoPedagogy & Decolonial School
- 2021
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Ingår i: Queer Ecopedagogies. - Cham : Springer. ; , s. 183-218
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Bokkapitel (refereegranskat)abstract
- The Pluriversity for stuck humxns is an exploratory dialogue between early career researchers and established researchers. It responds to the concern that dominant forms of knowledge production are not assisting us to move towards life affirming ways of being and that alternatives are possible. The production of this chapter is one of many new acts towards realising other modes of being and becoming unstuck in scholar activist practice. The chapter begins with an invitation in the form of a poem by Lena Weber, and the resulting text is a response to the poem from multiple contributors from around the world, who imagine transgressive and progressive ‘departments’ of the Pluriversity. Situated amongst the impulses of queer ecopedagogy and drawing on imagination to understand and play with multiple (or diverse) knowledges, the authors explore what nurturing institutions for scholarly training and life may look like, and what might be possible and in fact are possible through our collaborative experience in the act of creating the Pluriversity for stuck humxns. Itself an intersectional being, this chapter is a queer inquiry dedicated to challenging and reframing norms and dogma and to shake up the boundaries of categories and narrowly and often dogmatically employed concepts. The authors break open pedagogy in ways that allowed them to question research practice and instead conceive of a ‘research worthy of their longing’.
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| 4. |
- Mickelsson, Martin, 1983-, et al.
(författare)
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Consider the Unexpected : Scaling ESD as a matter of learning
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:1, s. 135-150
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to introduce a view of scaling as a learning process. In the article we discuss the concept of ‘scaling up’ or ‘scaling’ of Education for Sustainable Development (ESD) activities on the basis of how ‘scaling up’ ESD is highlighted in the UNESCO Global Action Programme (GAP) on ESD. Drawing on a Deweyan theory of learning as processes of transactional encounters, the article presents a conceptual framework of scaling-ESD- activities-as-learning. This conceptual framework is intended to have implications for ESD policy and ESE research. The theoretical specications and practical implications presented are results of data collected using a participatory research approach (Re-Solve) and an abductive analysis. In this article, we argue that viewing scaling as a learning process enables a nuanced notion of scaling ESD-activities. This should be seen in relation to (a) complex sustainability challenges, (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of signicant importance to scaling research.
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| 5. |
- Sporre, Karin, 1952-, et al.
(författare)
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Taking the moral authorship of children and youth seriously in times of the Anthropocene
- 2022
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Ingår i: Ethics and Education. - : Taylor & Francis Group. - 1744-9642 .- 1744-9650. ; 17:1, s. 101-116
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Tidskriftsartikel (refereegranskat)abstract
- In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a competence based in a relational, contextual and societal-cultural understanding of human existence. The use of our framework is illustrated in interpretations of empirical research with children demonstrating concerns of theirs in relation to climate change. The article concludes with reflections on the kind of education that can be inspired by this framework and the taking of children’s voices seriously, as well as pointing to challenges also to the grown-up world.
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