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| 2. |
- Uhrqvist, Ola, et al.
(författare)
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Narratives of the Past for Future Earth: The Historiography of Global Environmental Change Research
- 2015
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Ingår i: The Anthropocene Review. - : Sage Publications. - 2053-0196 .- 2053-020X. ; 2:2, s. 159-173
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses the auto-historiography of global environmental change research. It traces how participating researchers make sense of and rationalise research strategies through narratives of the history of global change and Earth System science. Our study draws on personal and programme accounts of Earth System science’s background related to the international global environmental change research programmes International Geosphere-Biosphere Programme (IGBP), the International Human Dimensions Programme on Global Environmental Change (IHDP), the World Climate Research Programme (WCRP), and Future Earth, from 1983 to 2013. The study finds three core narratives: the science history narrative motivates the future development of the programme by building on the successes of earlier international projects. The Earth System departs from an enhanced understanding of environmental change over time. Finally, the Anthropocene narrative underpins arguments for a science-based management of human–environment systems. We argue that including reflexive analytical perspectives in the history writing of Future Earth contributes to making environmental change research relevant and useful for democratic decision-making.
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| 3. |
- Uhrqvist, Ola
(författare)
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Seeing and Knowing the Earth as a System : An Effective History of Global Environmental Change Research as Scientific and Political Practice
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previous research connecting scientific knowledge production with governing of the global environment usually start in international climate change negotiations and related assessments. From that vantage point Earth system science and models are studied as an expansion of Global Circulation Models. By tracing of the history of the present Earth system outlook this thesis offers a reflection about how scientific knowledge produce and connects problems with descriptions of desired order of things and strategies to get there. Knowledge becomes a productive power by shaping fields of possible action in relation to the global environment. The interpreted empirical material consists of scientific discussions from the International global environmental change programmes and particularly the International Geosphere-Biosphere Programme (IGBP) and the International Human Dimensions Programme on global environmental change (IHDP). The studied period spans from the start of the planning of the IGBP in 1983 to the presentation of the new research programme Future Earth in 2013. The thesis is organised around the effects of the IGBP’s strategy to use predictive Earth system models as a tool to bring a broad range of scientific disciplines together. The results demonstrate the historicity of the present Earth system outlook by showing how ecosystems and human dimensions were attributed new and more important roles as drivers of global change. The thesis also argue for the need to approach the ‘Earth system’ as a result of a productive tension between top-down perspectives found in global modelling and bottom-up empirical research engaging with process interactions down to local scales.
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| 4. |
- Asplund, Therese, Dr. 1979-, et al.
(författare)
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Att lära för FN:s Globala Mål – utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan
- 2023
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Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 19:1, s. 35-48
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Tidskriftsartikel (refereegranskat)abstract
- Medan forskning kring utbildning i relation till FN:s globala mål för hållbar utveckling ökat sedan målenantogs 2015, finns det fortfarande få studier om förskoleutbildningens roll i en stundande samhällstransformationi enlighet med Agenda 2030. Den här studien syftar till att utforska utmaningar och möjlighetermed utbildning för FN:s globala mål för barn mellan 1-5 år. Genom en analys av fokusgruppssamtal medförskolepersonal visar studien att: 1) trots intention om en ämnesövergripande undervisning, tenderarfrågor om hållbar utveckling, och Agenda 2030, att bli fragmenterade, 2) förskolepersonal upplever attförskolan har goda förutsättningar att bedriva undervisning för hållbar utveckling, samt 3) förskolepersonaluttrycker att det finns ett dilemma mellan å ena sidan vikten av att se till och ta hänsyn till barnensintresse, och å andra sidan att bibehålla mål och fokus.
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| 5. |
- Asplund, Therese, Dr., et al.
(författare)
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Creative arts for sustainability transformations : Exploring children’s theater for the UN Sustainable Development Goals
- 2023
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Ingår i: Elementa. - : University of California Press. - 2325-1026. ; 11:1
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Tidskriftsartikel (refereegranskat)abstract
- This article responds to recent calls for more creative expressions of climate and sustainability transformations. In particular, research literature argues that the formulation of new narratives of sustainable societies may function as a prominent intervention for system changes. Yet, few empirical studies exist on how creative climate and sustainability storytelling elicit varying levels of awareness and engagement. With the intention to advance scholarship in the role of narratives to create engagement with sustainability transformations, this study investigates children’s theater for the UN Sustainable Development Goals (SDGs) as one research site. By analyzing the interactive children’s theater play “Esmeralda and the Dragon—The Global Sustainability Goals,” we show that creative storytelling can offer a meaningful space for engagement with Agenda 2030 and the UN SDGs. In particular, we find that (1) children’s cognitive and emotional associations and experiences shape the meaning of and responses to the SDGs and (2) the play’s fictional elements resonate with children’s emotional frameworks. Based on the results, we argue that new stories are needed for sustainability transformations and that there is transformative power in the creative and performance arts in this respect, and we call for further exploration of various publics engagements with sustainability storytelling.
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| 6. |
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| 7. |
- Jidesjö, Anders, et al.
(författare)
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Vår stad 2030 och efterföljande rådslag : om kapacitet för utbildning och delaktighet
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report is the result of an external assessment based on qualitative interviews with 5 city planners, 9 teachers and 22 pupils participating in the project in 2015 and 2016.The empirical evidence indicate an appreciated project where city planners highlight the ability to reach out to young city dwellers, usually a difficult group to engage in city planning; teachers that stress the projects concrete but at the same time flexible design as a valuable resource in their present and future work; least but not last the pupils talk about the project as something that was real which in turn spurred their commitment to reach for quality in their work. At the end of the project these pupils expressed increased knowledge and engagement in sustainable development. Especially the social dimensions and the local perspective were seen as fresh and inspiring. At the same time teachers highlighted the solid frame of the project giving them more time to cooperate with each other and attend to supervise the pupils along the way.The assessment also finds that the different time-scales that guide the practices of city planners’, teachers’ and pupils’ pose a challenge for cooperation between the groups, as they work together for the first time. Here teachers has to become brokers between the longer time-horizons of the city planners and the much shorter time-horizon providing meaning to the pupils. Another obstacle is the institutional structures of the education system. Firstly it concerns the information infrastructure. The interviews show that the invitation reached teachers via informal channels and thus only reached teachers that was already known to be engaged in education for sustainable development. Secondly, and especially at the Gymnasium level, the organisation around courses prevented interdisciplinary approaches to education for sustainable development.Looking ahead the assessment finds a consensus among the participants that it has been a valuable experience. That all participating city planners and teachers seek for ways to repeat the project in one way or the other might be the best evidence for the projects quality. The results presented in this report are shortly framed and discussed in relation with some scientific studies concerned with learning, relevance and function of education and connections between education and societal development. The discussions points out the importance of social inclusion, personal fulfilment and education for all as capacities for urban planning and transformative approaches in societal and educational development.As the project moves on to new cities the assessment points to a few possible options for development. It could be valuable to develop strategies for reaching a broader range of teachers, ways to improve administrative support within the institutional structures of the participating schools. Thirdly, one way to strengthen the connection between the pupils increased interest and broader socio-political discussion could be to invite political and non-governmental organisations to participate either at the Rådslag* or in the preparations for it. This might be valuable since the engagement in sustainability issues has mainly been channelled into action at the individual level, mainly to consumption. Many participants have also asked for support for upcoming versions of Vår stad 2030. Developing support for the difficult step that would take Vår stad 2030 from an event to a part of the ordinary practices could perhaps be a valuable step to take in further development.
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| 8. |
- Kall, Ann-Sofi, et al.
(författare)
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What’s the matter in education for sustainable development? : How sustainability stories make matter as issues or problems
- 2024
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 30:4, s. 544-559
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Tidskriftsartikel (refereegranskat)abstract
- This study engages with how sustainability stories can assign meaning to sustainability matter in different ways. The study contributes to discussions on how to combine facts, norms, and the democratic action competence in pluralistic approaches in Environmental and Sustainability Education. A special focus is put on how co-created sustainability stories can be used to provide, explore, and expand shared experiences of sustainability. The analysis engages with how content is defined and made relevant through stories, how they represent matter as pre-defined problems and solutions or as an invitation to exploration and reinterpretation, and how competences for sustainable development are made visible through the characters. The method used is a holistic narrative content analysis of 21 sustainability stories, co-created by pre-school teachers and their children. Three selected stories exemplify the results and show how some stories manage to move back and forth between on the one hand assembling sustainability matter as concrete problems to be solved, and on the other hand as open-ended issues promoting critical reflection. The main conclusion is that these, promising but yet uncommon, stories best represent pluralistic perspectives, creativity, and democratic action competence.
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| 9. |
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| 10. |
- Schmid Neset, Tina-Simone, et al.
(författare)
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Visualizing climate change : the potential of dome presentations as a tool for climate communication
- 2010
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Ingår i: Eurographics 2010 - Areas Papers. - : Eurographics - European Association for Computer Graphics. ; , s. 31-35
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study presents the outline of a climate visualization programme directed to various target groups that was presented in a dome environment. The efforts of climate and visualization researchers to jointly develop presentations for immersive environments on the cause and effect of climate change as well as potential responses both in terms of national and international policy as well as individuals’ lifestyles are described. Further we discuss the results of an evaluation with 64 participants of dome presentations. The results point towards an initial support for the dome visualization in terms of increased engagement of the audience. Further, visual representations such as choice of colouring and volume bar charts that were expected to be problematic by the research group were considered straightforward by the audience. In this paper we discuss visual representation and climate communication, and to what extent climate visualization in a dome environment can contribute to enhance the audience’s understanding of the complexity of climate change issues
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