| 1. |
- Isaksson, Karin, 1980-, et al.
(författare)
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Thinking with fire, water and sun - material-discursive entanglements in Swedish outdoor education
- 2024
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Ingår i: ENVIRONMENTAL EDUCATION RESEARCH. - : Routledge. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we empirically demonstrate emerging material-discursive entanglements of different bodies in Swedish outdoor education, and thereby provoke openings for questioning some aspects of the conceptualization of a nature/culture divide. Outdoor and environmental education have been criticized for upholding this divide by not paying attention to the power structures through which bodies become sedimented as either human or nature. By discussing entanglements, and how educators might attend to them as a pedagogical tool, our paper responds to this line of thinking. Vital materialism and agential realism were put to work in a post-qualitative study at a Swedish folk high school. Through engagement with a group of outdoor students, empirical material was created and examples of material-discursive entanglements analyzed. We conclude that outdoor educators can create possibilities for attending to the entanglements of different bodies, thereby making possible a learning with them. This may open alternative ways to conduct outdoor education that challenge the conceptualization of a nature/culture divide.
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| 2. |
- Petersson, Jöran, et al.
(författare)
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Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 66:4, s. 714-728
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Tidskriftsartikel (refereegranskat)abstract
- In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the activity.
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| 3. |
- Singh, Suresh Kamar, et al.
(författare)
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Science and technology teacher education in South Africa and Sweden : A comparison of linked policies and curricula
- 2022. - 1
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Ingår i: Science and Technology Teacher Education in the Anthropocene. - London : Taylor & Francis. - 9781000587326 - 9781032039947 ; , s. 33-54
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Sustainable living implies protecting our natural resources without compromising the needs of the next generations. Education has the power to transform humans’ perspectives and behaviour, which in turn, inculcates sustainable practices in all aspects of their lives. The United Nations (UN) called for education for sustainable development (ESD) as a global initiative towards transforming education for sustainability. This initiative catalysed this comparative study on teacher education policy and linked curricula between South Africa and Sweden. The major focus of this study is to compare policies and curricula in science and technology teacher education in South Africa and Sweden. The study illuminates and explores the status quo regarding ESD in the participating universities in South Africa and Sweden. Aspects of sustainability are investigated through document analysis of: the legislative teacher education policies; school science and technology curricula; and sampled modules for relevant institutional science and technology teacher education curricula. University subject experts conducted the analysis of policy documents and university curricula, using an agreed analytic tool. The data analysis reveals similarities and differences in policies and curricula with regard to ESD. The study recommends a rethink and reform of the content and methodology modules offered to initial teacher education students.
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| 4. |
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| 5. |
- Weldemariam, Kassahun, 1981
(författare)
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BASE LINE STUDY on The Integration of Sustainable Development into Education at the University of Gothenburg
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- To further enhance Education for Sustainable Development (ESD) efforts, UNESCO has recently launched The Berlin Declaration1 which officially introduces the new framework, 'Education for Sustainable Development: Towards achieving the SDGs', ESD for 20302. Highlighting education as a key enabler for the successful achievement of the Sustainable Development Goals (SDGs), this framework has called for urgent action in the remaining less than 10 years to 2030 to accelerate ESD efforts across all levels of education. Being an important knowledge creation sector, higher education plays a key, indeed pivotal, role in the realisation of sustainable development. Since sustainable development was introduced in the Swedish Education Act 2006, the University of Gothenburg has been striving to integrate sustainability and sustainable development into education. The Gothenburg Centre for Sustainable Development (GMV) has served as a driving force towards the same endeavour. This report summarises a baseline study conducted in the autumn of 2020, presenting the university’s earlier achievements, prevailing challenges, and existing opportunities regarding the integration of sustainability into education. As key findings, the report highlights six major thematic challenges: controversies, doubts, and scepticism within ESD; compartmentalisation of disciplines; curricular challenges; pedagogical challenges; challenges related to governance and the difficulty of changing mindsets. Recommended options and possible solutions are discussed. Suggested ideas for future actions and implementation strategies are presented in GMV’s action plan for 2022-2024. The action plan is being prepared parallel with writing this report.
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| 6. |
- Weldemariam, Kassahun, 1981
(författare)
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‘Becoming-with bees’: generating affect and response-abilities with the dying bees in early childhood education
- 2020
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Ingår i: Discourse. - : Informa UK Limited. - 0159-6306. ; 41:3, s. 391-406
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Tidskriftsartikel (refereegranskat)abstract
- Engaging young children in sustainability challenges poses a pedagogical dilemma to the field of early childhood education. Using species extinction as an exemplary sustainability challenge, this study explores the pedagogical possibilities to engage young children with the potentially cataclysmic death of the bee. The study is framed within a posthumanist framework and draws ideas from post-qualitative research orientation. The study is empirically anchored to a narrative emerging from a staged theatrical performance of child-bee assemblage that enacts the collective agency of ‘bee-ness’. Enabling possibilities of ‘becoming-with the bees’, the performance lends itself to triggering response-abilities and forming of relationships and thus a concomitant emotional affective response to the death of bees. The article suggests alternative directions for a sustainability pedagogy in early childhood education that represent a shift from loving, caring and preserving nature as an object outside ourselves, towards a perspective of ‘becoming-with-nature’, which considers humans as part of/entangled with nature. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 7. |
- Weldemariam, Kassahun, 1981
(författare)
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Broadening Ontological and Epistemological Possibilities within Early Childhood Teacher Education for Sustainability
- 2022
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 1835-517X. ; 47:5, s. 33-49
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Tidskriftsartikel (refereegranskat)abstract
- The dominant sustainability ethos and discourse within early childhood education pursue a normative ontological and epistemological direction aimed at empowering children's agency and thus, building certain predefined moral values, knowledge, and skills. Likewise, mainstream early childhood teacher education programmes strive to build early childhood pre -service teachers' sustainability knowledge and skills, especially to enhance their capacity to be transformative agents and motivators for change to engage children with sustainability challenges. In this conceptual article, drawing on posthuman concepts, I highlight the limits of such orthodox assumptions in early childhood education for sustainability (ECEfS) teacher education and invite broader ontological and epistemic possibilities. I interrogate the human-centric assumptions that unintentionally perpetuate the deep-rooted binary thinking that separates humans from non-humans and other species. In doing so, I offer an expanded understanding of the underlying ontological and epistemic assumptions within teacher education for ECEfS. I conclude by indicating how posthuman theories serve as an impetus for epistemological and ontological multiplicities in early childhood teacher education for sustainability.
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| 8. |
- Weldemariam, Kassahun, 1981, et al.
(författare)
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Care and Social Sustainability in Early Childhood Education : Transnational Perspectives
- 2022
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how the notion of care is conceptualised and described in early childhood education policies across countries in the majority (Ethiopia, Kenya and Zambia) and minority (New Zealand and Sweden) world. A central focus is the relationship and balance between care and education. The authors examined whether there are trends and tendencies to strengthen or weaken the care/education component at the expense of the other. Grounded in local and national knowledge, the authors employed a cross-national collaborative inquiry approach and interrogated the notion of care while extrapolating its implications for the endeavour to design socially sustainable early childhood education. The results revealed that care has remained ingrained within policies in the minority world, while there is a tendency to view it as separate from education in the majority world. Although quantitative goals for early childhood education and care still dominate the majority world, the importance of care and sustainable development are present in all policy documents across the five nations. The authors concluded that strengthening these promising policy endeavours paves the way towards effective educare approaches, which lay the foundation for social sustainability in early childhood education.
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