| 1. |
- Almqvist, Kristian, et al.
(författare)
-
Hjältar i en annan värld - om ett äventyrligt pedagogiskt arbetssätt
- 2011
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport från en forskningscirkel med deltagare från kulturhuset Drömmarnas Hus och Malmö högskola handlar om en sammansmältning av kulturpedagogik, äventyrspedagogik och undervisning för hållbar utveckling. Den beskriver arbetet med hur elever fick uppleva äventyret "Naturkrafternas dal", vilket syftade till att eleverna skulle uppleva känsla av sammanhang, handlingskraft, glädje, självstärkande grupprocesser och positiva upplevelser av och i skogen.
|
|
| 2. |
- Andersson, Kristina, 1962-
(författare)
-
Lärare för förändring : att synliggöra och utmana föreställningar om naturvetenskap och genus
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Lärares genusmedvetenhet i relation till naturvetenskaplig verksamhet är fokus för denna avhandling, som belyses genom två studier: en longitudinell aktionsforskningsstudie som genomfördes tillsammans med en grupp förskollärare/lärare och en studie där verksamma förskollärare/lärare under en fortbildningskurs fick tillämpa en genusteori på en verklig klassrumshändelse. Studierna visar att genusarbete är komplicerat eftersom det inbegriper många aspekter av livet och en viktig del av genusmedvetenheten är att förhålla sig till dessa olika aspekter. Det är av avgörande betydelse att utmana föreställningar om genus, där utmaningarna resulterar i att föreställningarna blir verbaliserade och därmed synliggjorda. Vidare visar studierna att genom att ta avstamp i feministisk vetenskapskritik och pedagogik kan ett alternativt sätt att förhålla sig till lärande och undervisning i naturvetenskap bli möjligt. För lärare som inte har en naturvetenskaplig bakgrund, men som ska genomföra aktiviteter eller undervisa i ämnena, blir de didaktiska och pedagogiska kompetenser de redan besitter en startpunkt för att utveckla sina ämnesdidaktiska förmågor. Kompetensutveckling med ett feministiskt anslag kan ge lärarna ”empowerment” som medför att de känner större delaktighet i den naturvetenskapliga praktiken och därmed kan bidra till att utveckla såväl dess kultur som kunskapsstoffet. Avhandlingen ger också nya metodologiska kunskapsbidrag om aktionsforskning. Ett resultat är att tid är en viktig faktor som man måste ta hänsyn till beroende på vilken förändring man vill åstadkomma. Forskaren som deltar i aktionsforskningen som en ”outsider” har en viktig funktion genom att kunna överblicka processen samt uppmärksamma och använda sig av kritiska händelser för att driva förändringsarbetet framåt.
|
|
| 3. |
- Andersson, Pernilla, 1969-
(författare)
-
The Responsible Business Person : Studies of business education for sustainability
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.
|
|
| 4. |
|
|
| 5. |
- Andrée, Maria, 1974-, et al.
(författare)
-
Political Rationalities in Science Education : A Case Study of Teaching Materials Provided by External Actors
- 2018
-
Ingår i: Cultural, Social, and Political Perspectives in Science Education. - Cham : Springer. - 9783319611907 - 9783319611914 ; , s. 75-92
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Many Western societies have a tendency to talk about how schools are failing in the science subjects. School science is often discussed as outdated, not interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, “statework”, in terms of educational governance, becomes distributed within public and private networks. One example which is analysed in this chapter can be found with the web-based calculators from the environmental organisation, WWF, and the energy company, E.ON; both are used for calculating ecological footprints. The aim is to analyse what political rationalities are invited into classrooms through these ecological footprint calculators and by what means. Our analysis targets how a specific kind of citizen is “made up” through a “centre of calculations”, and what political ideology influences the making of a sustainable citizen. This is achieved through looking into how the desirable citizen is governed through the technologies of accounting, debt and ethics. Through the accuracy of numbers and the bookkeeping of debt, the calculators produce a specific ethical approach. As a result, they suggest that becoming a responsible person is achieved through individual consumption choices rather than taking the issues to the political level. This distributed statework opens up for neoliberal economic and ideological interests to enter the classroom. We claim that it is of the utmost importance that teachers and educational policy-makers be made aware of the governing elements behind the teaching materials provided by external actors.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Andrée, Maria, et al.
(författare)
-
Political rationalities in science teaching materials provided by external actors
- 2017
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Many Western societies have a tendency to talk about how schools are failing in the science subjects. School science is often discussed as outdated, not interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, ‘statework’, in terms of educational governance, becomes distributed within public and private networks. Examples analysed in this chapter are web-based calculators from the environmental organisation, WWF, and the energy company, E.ON; both are used for calculating ecological footprints. The aim is to analyse what political rationalities are invited into classrooms through these ecological footprint calculators and by what means. Our analysis targets how a specific kind of citizen is ‘made up’ through a ‘centre of calculations’, and what political ideology influences the making of a sustainable citizen. This is achieved through looking into how the desirable citizen is governed through the technologies of accounting, debt and ethics. Through the accuracy of numbers and the bookkeeping of debt, the calculators produce a specific ethical approach. As a result, they suggest that becoming a responsible person is achieved through individual consumption choices rather than taking the issues to the political level. This distributed statework opens up for neoliberal economic and ideological interests to enter the classroom. We claim that it is of the utmost importance that teachers and educational policy-makers be made aware of the governing elements behind the teaching materials provided by external actors.
|
|
| 9. |
|
|
| 10. |
-
Att arbeta med samhällsfrågor i NO-undervisningen i mångfaldens skola : rapport från forskningscirkeln
- 2010
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- What’s the point of the school? Det frågar sig Guy Claxton (2008) redan i titeln till sin bok. Vilken är egentligen poängen med skolan? Är det att klara proven och få bra betyg och sedan kunna ”bli vad man vill”? Betygens drivkraft visar sig ofta vara stor när man frågar elever om vad som är viktigt för att få dem att arbeta i skolan. I den allmänna debatten framförs ofta vikten av djupa ämneskunskaper. Andra hävdar att poängen med skolan är en inskolning i det sociala spel som man förväntas klara av i samhället. Självklart är alla dessa kunskaper och kompetenser viktiga poänger med skolan. Vi menar dock att det är för mycket fokus på att barnen och ungdomarna ska vara framgångsrika elever och för lite fokus på att de ska vara kompetenta lärande individer – eller varför inte kalla det samhällsmedborgare. Med det menar vi att barnen och ungdomar behöver kompetenser för att klara av saker som de möter utanför skolan i framtiden. Det är kompetenser som handlar mer om att göra än kunna, om att lösa problem man ställs inför snarare än att återge det som läraren eller läroboken berättar. Det innebär t.ex. att kritiskt granska information, ta informerade beslut och uppvisa handlingskompetens – när det gäller att konsumera eller förändra sina vanor. (Jensen & Schnack, 2006). Framtidsforskare har lyft fram optimism, flexibilitet och handlingskompetens som viktiga egenskaper för att kunna hantera samhällsförändringar (Hicks & Holden, 2007, Arnaldi ,2008). Men hur gör man för att stödja eleverna i utvecklandet av dessa kompetenser? Ett sätt som har framförts av forskare är att arbeta med aktuella samhällsfrågor som har ett naturvetenskapligt innehåll . I den forskningscirkel, från vilken den här skriften är en produkt, har lärarlag på två skolor i Malmö prövat arbetssättet.
|
|
| 11. |
- Biström, Elin, 1980-
(författare)
-
Creating sustainable citizens? : constructions of sustainable development in textbooks
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is a general consensus that education is crucial for achieving sustainable development. Education for sustainable development aims to foster citizens capable of participating independently and actively in creating a sustainable future. The overarching aim of this thesis is to contribute to knowledge on the relationship between education and sustainability. Specifically, the objective is to analyse how content on sustainable development is constructed in educational materials. Theoretically, the thesis is guided by sociological perspectives on environmental problems, knowledge, education and individualisation. The empirical data consists of textbooks in biology, civics, geography, home and consumer studies, and religion for Swedish lower secondary schools. Thematic analysis was used to analyse the empirical material. The thesis examines how textbook content on sustainable development is organised and constructed. A key focus of the analysis relates to how multidimensionality and relationships between the dimensions of sustainable development are constructed in textbooks. The social dimension of sustainability is analysed in particular detail. Further attention is directed to how conflicts and the politics of sustainable development are constructed in textbooks. Constructions of change and historical contextualisation of sustainable development are also highlighted. A key result is that textbooks put a disproportionate focus on the ecological dimension of sustainable development. Parts of the social dimension of sustainable development, such as sexuality and gender equality, are generally not presented as sustainability issues. Another relevant result is that textbooks tend to obscure the complexities of sustainable development. Political conflicts, which are crucial for understanding sustainability challenges, are often rendered invisible. Both androcentric and anthropocentric perspectives also characterise textbook content about sustainability. Furthermore, the analysis shows that teleological and utopian narratives are dominant in the textbooks’ content about change and historical contextualisation of sustainable development. These conditions might challenge the potential role of education as part of sustainable development.
|
|
| 12. |
- Byrne, Jenny, et al.
(författare)
-
Climate change and everyday life : repertoires children use to negotiate a socio-scientific issue
- 2014
-
Ingår i: International Journal of Science Education. - Abingdon, Oxon : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 36:9, s. 1491-1509
-
Tidskriftsartikel (refereegranskat)abstract
- There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students’ engagement with SSIs and empower them as citizens.
|
|
| 13. |
- Byrne, Jenny, et al.
(författare)
-
How primary school students in Sweden and England discuss global warming
- 2011
-
Ingår i: Science learning and citizenship.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study identifies and categorizes the discursive repertoires used by 9-10 year old children in Sweden and England during discussions about the socio-scientific issue of global warming. School science is a community of practice where student identities and discourses can be expressed and developed, and the research focuses on how the use of repertoires is related to the identities the students express in their discussions. It explores what repertoires become important in the discussions, which identities the students express, and what differences there are between children’s discussions in Sweden and England. The children discussed four possible options that a government might consider to help reduce global warming. Findings indicate that children in both countries use a range of similar repertoires when discussing global warming. When these repertoires are in conflict with each other, students have to ‘renegotiate’ their own identities. Socio-economic status appears to have an effect on the intensity and depth of argument in the Swedish schools, whereas in the English schools the level and quality of argument seemed to be more closely connected to children’s familiarity with a discursive classroom environment. Young children seem capable of applying a variety of arguments that are logical to them according to the repertoire(s) they employ, but we must encourage changes to pedagogical practice that enable all children to engage in such socio-scientific discussions.
|
|
| 14. |
- Cone, Lucas, et al.
(författare)
-
Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
- 2022
-
Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
-
Tidskriftsartikel (refereegranskat)abstract
- With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
|
|
| 15. |
- Ek, Anne-Charlotte, et al.
(författare)
-
Bologna möter tre institutionskulturer
- 2010
-
Ingår i: Program: NU2010. ; , s. 175-175
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- De senaste årens högskolepolitiska reformer har förändrat högskolor och universitet på flera sätt. Bologna-reformen innebar en målstyrd verksamhet och nya krav på lärare inom högre utbildning. Att vara högskolelärare innebär i allt högre utsträckning att vara examinator och garant för att utbildningens mål uppfylls. Därutöver råder ”nya ideal” angående lärarroll, lärandeaktiviteter och studentinflytande. Samtidigt, eller kanske som en följd av detta, har kraven på lärarnas högskolepedagogiska utbildning höjts och utbudet av kurser ökat. Men vilka avtryck får denna accelererande verksamhet på institutionerna och hur kan avtrycket förstås utifrån institutionens utbildningskultur? I detta runda bordssamtal kommer vi att presentera ett pågående forskningsprojekt om hur personer i ledningsfunktioner talar om högskolepedagogik och dess betydelse för institutionen. Senare kommer också empiriska data gällande högskolelärare att innefattas. Syftet med projektet är att belysa hur pedagogisk utbildning för högskolelärare uppfattas inom olika institutionskulturer. I detta fall handlar det om hur personer i ledningsfunktion menar att den ”nya” lärarrollen passar med olika intellektuella stilar och ämnens karaktär. Vilka skillnader kan vi se mellan t.ex. klassisk ”fil fak”-utbildning och professionsutbildningar? Vilka kopplingar finns mellan studentsyn, syn på framtida yrken, och uppfattningar om hur utbildningen bör organiseras? Vi intresserar oss även för huruvida kravet på 10 veckors högskolepedagogisk utbildning ses som ett direktiv uppifrån, kanske till och med som ett nödvändigt ont, eller om den betraktas som meriterande för utbildningsmiljön och/eller något som faktiskt förändrar den pedagogiska praktiken. Genom att bidra med kunskaper om olika föreställningar om högskolepedagogik ökar möjligheten för att förankra utbildningarna på olika institutioner. Men vi vill även peka på vikten av att föra en kritisk diskussion om högskolepedagogikens syfte och innehåll. Deltagarna i runda bordssamtalet kommer att aktiveras genom ett rollspel där deltagarna får anta roller som ledare och lärare inom olika områden och ämnen. Rollerna och upplägget för rollspelet kommer att inspireras och struktureras utifrån forskningsprojektets resultat. Genom att organisera ett rollspel av detta slag kommer vi att kunna diskutera föreställningar och fördomar om olika ämnes- och institutionskulturer och deras syn på studenter och hur utbildning bör organiseras.
|
|
| 16. |
- Ek, Anne-Charlotte, et al.
(författare)
-
Högskoleutbildning i spänningsfältet mellan akademisering och marknadifiering
- 2011
-
Ingår i: Proceedings Att leda högre utbildning. - : SUHF, Sveriges universitets-och högskoleförbund. ; , s. 1-5
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Under de senaste decennierna har högre utbildning i Sverige genomgått en rad politiska reformer. Bolognareformen innebar att utbildningarna blev målstyrda, med vidhängande krav på dokumentation av att målen uppfylls och utvärdering av Högskoleverket. Dessutom medförde reformen ökade krav på anställningsbarhet. Därutöver ställs ökade krav på forskningsanknuten utbildning, samtidigt med ökad samverkan med samhället. Vi vill påstå att svensk högre utbildning på 2000-talet befinner sig i ett spänningsfält mellan två olika utbildningsdiskurser, här kallade marknadifiering och akademisering. Forskarsamhället har starkt kritiserat att den ekonomiska styrningen har blivit starkare. Denna diskussion har framförallt förts fram av företrädare för ett mer klassiskt universitet. Många av studierna har rört sig på en makronivå, dvs förändringar i utbildningspolicy, ofta under begreppet New Public Management. Denna studie undersöker istället hur förändringarna uttrycks på institutionsnivå, hur de samtida kraven på marknadsanpassning och vetenskaplig anknytning har skapat spänningar mellan och inom lokala institutionskulturer. Syftet med studien som ligger till grund för detta paper är att diskutera hur förändrade utbildningsvillkor för högskolan uttrycks och hanteras på prefektnivå. Prefekternas organisatoriska position är belysande. Klämda mellan krav uppifrån och nedifrån fungerar deras sätt att beskriva verksamheten som ett lackmuspapper på hur olika institutionskulturer svarar på förändringar. Därför har vi intervjuat 16 prefekter vid en högskola och analyserat hur diskurserna om akademisering och marknadifiering uttrycks på institutionsnivå. I analysen av intervjuerna blir det tydligt att prefekterna befinner sig i det spänningsfält där det formuleras krav på att hålla en hög akademisk nivå samtidigt som utbildningen ska vara ”nyttig”. Studien visar att spänningarna mellan akademisering och marknadifiering emellertid ser olika ut beroende på institutionskultur. Vi kan peka på stora skillnader mellan teoretiska utbildningar och professionsutbildningar. Utifrån dessa resultat vill vi diskutera vikten av att förstå hur krav på förändringar inom högre utbildning hanteras i lokala institutionskulturer. Vi hävdar att den vanligast förekommande forskningsdiskursen om att marknadsanpassning hotar högre utbildnings signum inte är generell. I professionsutbildningar med stor andel verksamhetsförlagd utbildning är marknadifiering ett begränsat problem. Dessa institutionskulturer har sedan länge bidragit med en kunskapsproduktion som når utanför den egna institutionen. Prefekterna i professionsutbildningarna uttrycker istället en frustration över kravet på akademisering, dvs starkare forskningsanknytning i utbildningen och högre andel disputerade lärare. I en tradition där yrkesverksamma har stått för stor del av undervisningen och där det praktiska handlaget har stor betydelse blir utbildningens identitet hotad av kraven på forskningsanknytning och vetenskapliga arbeten. Akademiseringen har även inneburit en omställning till mer tvärvetenskapliga forskningsmiljöer. Prefekterna har ”tvingats” rekrytera vetenskapligt kompetent personal från en rad områden eftersom det inte finns starka traditioner att forskarutbilda sig. Tvärvetenskapen skapar också spänningar i den lokala institutionskulturen då normer och traditioner utmanas av nya perspektiv och andra kunskapstraditioner. Vad som tydligt framträder i denna studie är att det är omöjligt att tala om förändringar i en ny akademi. Olika typer av utbildningar ställs inför olika utmaningar i förändringsprocessen. Dessa är kopplade till utbildningens syfte, traditioner, akademisk förankring och personalsammansättning. Vi menar att man måste praktisera kulturellt inkännande förändringsstrategier istället för att tänka sig att ”one size fits all”.
|
|
| 17. |
- Ek, Anne-Charlotte, et al.
(författare)
-
The tension between marketisation and academisation in higher education
- 2013
-
Ingår i: Studies in Higher Education. - Abingdon : Routledge. - 0307-5079 .- 1470-174X. ; 38:9, s. 1305-1318
-
Tidskriftsartikel (refereegranskat)abstract
- Contemporary changes in higher education in Sweden are characterised by two educational discourses: marketisation and academisation. Demands to meet market requirements, as well as to make education more scientific, have created tensions between and within institutional cultures. Using interviews with 16 heads of departments, the authors investigate how tensions between marketisation and academisation were handled in discipline-oriented and professional-oriented departments. The heads of discipline-oriented departments experienced marketisation as a threat to the university trademark, because it was seen to challenge academic autonomy. On the other hand, heads of professional-oriented departments felt that academisation was the main issue to be dealt with, as it shifted focus from practical skills towards academic meritocracy. Consequently, it is not possible to discuss these changes without considering that conditions differ substantially across the university. Responses to these changes can be countered by culturally sensitive strategies, rather than by adopting a ‘one size fits all’ approach. © 2013 Society for Research into Higher Education.
|
|
| 18. |
|
|
| 19. |
|
|
| 20. |
- Ekborg, Margareta, et al.
(författare)
-
SCIENCE FOR LIFE – a conceptual framework for construction and analysis of socio-scientific cases
- 2009
-
Ingår i: NorDiNa. - Oslo : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 5:1, s. 35-46
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to describe a conceptual framework to be used as a tool for analyzing work with socio-scientific issues (SSI) and for constructing SSI cases in secondary school. The framework consists of six components describing the more detailed characteristics of SSI. The components were chosen to reflect what we know from research about what might have an impact on students’ learning and interest in science. Six socio-scientific cases were then constructed and these are discussed in the article. The cases are relevant in that they both display the characteristics of SSI and meet the requirements of the Swedish national curriculum. The components and the cases are described in a table. This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI.
|
|
| 21. |
- Ekborg, Margareta, et al.
(författare)
-
Science for Life –for life : a conceptual framework for modelling socio-scientific cases
- 2008
-
Konferensbidrag (refereegranskat)abstract
- Development of a conceptual framework for modelling socio-scientific cases A report from the research project “Science for Life” Introduction This paper describes the first step of a research project aiming at investigating how pupils and teachers develop interest and knowledge in science when working with socio-scientific issues. Background, Aims and Framework There is need to develop science education in order to develop pupils’ interest and knowledge in science (Aikenhead, 2006; EU, 2007). One way is to bring in a humanistic perspective (Aikenhead, 2006) and to focus more on scientific literacy than science literacy Roberts (2007). Ratcliffe & Grace (2003) have characterized socio-scientific issues (SSI) as important for society and with basis in science. They involve forming opinions, are frequently media-reported, involve values and ethical reasoning, may require some understanding of probability and risks and there are no “right” answers. In studies about SSI pupils have usually been working with an issue typically including a dilemma. They have been observed and/or interviewed and their written reports have been analysed (Aikenhead, 2007; Jimiénez-Aleixandre & Pereiro-Munoz, 2002; Grace & Ratcliffe, 2002; Kölstø. 2001). Aikenhead (2006) summarises in a research review that pupils working with SSI generally sought little scientific fact, weighing values more heavily than science. Lewis and Leach (2006) report hat pupils need scientific knowledge, but they can engage in issues about gene technology with relatively modest science knowledge, if the content is well designed and contextualised Another question deals with whether or not the pupils develop conceptual understanding in science when working with SSI. It seems that an issue with social relevance is more motivating to the students. However SSI are often complex and therefore more difficult to understand (Aikenhead, 2006). On the other hand motivation can overcome complexity and lead to greater achievement on traditional science tests (Sadler, 2004). Research project We need to gain more detailed knowledge about what features in content and organization affect the development of interest, knowledge and self-efficacy among the pupils. As reported above, most research concerning work with SSI in science does not particularly discuss characteristics of the content. The aim of this evidence-based research project is to learn more about what importance the features of the actual case or issue as well as factors in classroom work, have for the impact on students’ interest and learning. Another aim is to gain more detailed knowledge about teachers’ experiences with teaching SSI. We are interested in knowing more about what importance the features of issue has for the impact on teachers as well as students. The project is conducted in three steps. In step one, reported in this paper, a conceptual framework, consisting of six components (table 1), is developed and operationalized into a number of authentic cases for science in school. Aikenhead (2006) draws the conclusion that most work attempting to change school practice has failed as a result of problems arising when researchers try to transfer the success of one research project to a new context. Most studies are small-scale studies involving only a few volunteer science teachers to initiate the novel project. Therefore in step two we have a quantitative research approach. About 100 school classes in Sweden with approximately 1500 pupils worked with one or several cases during 2007 (data on how the task characteristics relate to students’ affective and cognitive experiences during work will be available spring 08). Methods and Samples The aim of this paper is to describe how a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases, was developed. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are related to, and most influential on, interest and learning in work with socio-scientific issues in secondary school. The six omponents are chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. For example SSI should be authentic but what importance does the specific authentic context have? Results The framework consists of a grid with the six components and the six cases. We will describe the model in detail and how it can be used for construction of cases and analyses of the work in school. Starting-point (authentric situation), school science subject, nature of scientific content, social content, use of scientific knowledge and level of co conflict of interest. Components 1. Starting-point (authentic situation), - TV-programme, newspaper articles, personal homepage, a novel, the pupils’ family situation and the school cantina 2. School science subject - biology, chemistry, physics ant technology 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. economy, ethics, media 5. Use of scientific knowledge - decision-making, suggestions, critical scrutinizing, investigating 6. Level of conflict – individual, the societal and the structural level Conclusions and Implications The six cases developed from the model are briefly described. 1. You are what you eat? Anna Skipper is the host of the Swedish version of the TV- production “You are what you eat”. In each programme a person with weight problems, usually over-weight, gets advice about how to change lifestyle to get fit. The pupils’ mission is to scrutinize the advice given and to compare the information about food, exercise and health with other sources. The pupils make decisions about their personal life style. Teachers and pupils decide together how the result should be reported. 2. Laser treatment and near sightedness On a personal homepage Susi tells about how much she hates wearing glasses and that she finally has gone through laser treatment for her near sightedness. It cost lots of money and the costs are not covered by the social insurance system. The mission is to decide if it is worthwhile go through such a treatment and about who should pay – the individual – or society. Teachers and pupils decide together how the result should be reported 3. To hear or not to hear? In an excerpt from the novel Talk, talk by T.S. Boyle, Dana who is deaf since birth and her hearing boyfriend Bridger discuss if cochlea implant is a solution for Dana. She is very hesitant as she feels that hearing or not has to do with her identity. This is very difficult for Bridger to understand. The mission is to analyse different ways to judge this situation and to take out arguments for different views. We do not find it appropriate to encourage the pupils to have a personal opinion on what Dana should do. Teachers and pupils decide together how the result should be reported 4. Me, my family and global warming The mission is to find ideas for how the pupils’ families can contribute to decreasing carbon dioxide emissions. The pupils start out by mapping the family’s need for transportation, what kind of motor-driven vehicles there are in the family, and how these are used. After that they test different alternatives considering ecological, scientific, economical and social aspects. The mission is to produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Starting from two articles from the same newspaper – one saying that are no risks with mobiles and the one saying that the risk for developing a brain tumour is considerable. The pupils should find out what information there is, how it is provided and by whom. The mission is to make a decision about the consequences for their own use of a mobile and/or how they would choose when buying a new one. Teachers and pupils decide together how the result should be reported 6. Climate-friendly food in school? The mission is for class to check how food, served in the school canteen, affects the climate and if there are better alternatives to some examples of food. The mission is to suggest a change and to write a letter to the headmaster and ask him to consider. Bibliography Aikenhead, Glen. (2006). Science Education for Everyday Life: Evidence-Based Practice. New York: Teachers College Press. EU (2007). Science Education in Europe Grace, Marcus, & Ratcliffe, Mary. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169. Jimiénez-Aleixandre, M-P, & Pereiro-Munoz, C. (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management. International Journal of Science Education, 24(11), 1171-1190. Kolstø, S. D. (2001). 'To trust or not to trust,...'-pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23(9), 877-901 Lewis, J. & Leach, J. (2006). Discussion of Socio-scientific Issues. The Role of Science Education. International Journal of Science Education, 28 (11). 1267-1287. Ratcliffe, Mary, & Grace, Marcus. (2003). Science Education for Citizenship. Teaching Socio-Scientific Issues. Maidenhead: Open University Press. Roberts, Douglas, A.(2007). Scientific Literacy/Science Literacy. In Abell & Lederman (Eds.). Handbook of Research on Science Education. Mahwah, New Jersey: LEA Publishers Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching 41 (5).,513-536
|
|
| 22. |
- Eriksson, Martin, 1972-
(författare)
-
Att ta ställning : Gymnasieelevers argumentation och beslutsfattande om sociovetenskapliga dilemman
- 2014
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to explore students’ argumentation and decision-making relating to authentic socioscientific issues (SSI). The ability to make informed decisions about socio scientific issues has been recognized to be an important element in science education to achieve the goal of scientific literacy. However, deliberation on SSIs deals with the fact-value intertwinement and has proven to be a tricky affair, both for students and teachers. In paper I, the focus is on upper secondary students’ use of different reasons in arguing about the existence of wolfs in Sweden. To investigate the students’ ability to find supporting reasons from different subject areas in their informal argumentation, the SEE-SEP model was used as an analytical framework. The results showed that the value aspect dominates students’ informal argumentation on the SSI of wolves in Sweden. In paper II a six-step SSI instructional model is presented, designed to develop students’ ability to argue about complex multi-disciplinary issues. This six-step SSI instructional model aims to create a forum that encourages students to interact with one-another and discuss their arguments dynamically. In paper III students’ argumentation and decision-making upon an authentic SSI relating to environmental toxins in fish from the Baltic Sea, was studied. The students’ argumentation and decision making processes were followed closely and data were collected during multiple stages of the SSI-instructional model. The analysis focused on students’ skills of evaluation and the relationships between the values, knowledge and experiences that they used in their argumentation. The results showed that even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, depending on their background values, knowledge and experiences (i.e. their intellectual baggage). Implications for teaching and research are discussed.
|
|
| 23. |
-
ETN :003 KRY
- 2007
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- ”Jag hoppas att jag får ha hälsan”, är ett uttryck som idag känns passé. Hälsa är inte längre något man ”har”, eller ens ”får”. Idag är hälsa något man ”gör”. Det är individens ansvar att ”göra” sin hälsa genom att äta rätt, motionera väl, hålla sig uppdaterad om vetenskapliga rön och nya behandlingsmetoder och inte minst – tro på sig själv. Hälsa är – åtminstone i den offentliga diskursen – beroende av individen själv. Denne tycks ha möjlighet att påverka sitt liv, men bär också ansvar och kanske till och med skuld för om det går fel. ETN:KRY är en tidskrift som tar upp hälsa och sjukdom utifrån ett etnologiskt perspektiv.
|
|
| 24. |
-
ETN:KRY
- 2007
-
Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- ”Jag hoppas att jag får ha hälsan”, är ett uttryck som idag känns passé. Hälsa är inte längre något man ”har”, eller ens ”får”. Idag är hälsa något man ”gör”. Det är individens ansvar att ”göra” sin hälsa genom att äta rätt, motionera väl, hålla sig uppdaterad om vetenskapliga rön och nya behandlingsmetoder och inte minst – tro på sig själv. Hälsa är – åtminstone i den offentliga diskursen – beroende av individen själv. Denne tycks ha möjlighet att påverka sitt liv, men bär också ansvar och kanske till och med skuld för om det går fel. ETN:KRY är en tidskrift som tar upp hälsa och sjukdom utifrån ett etnologiskt perspektiv.
|
|
| 25. |
-
ETN:POP
- 2005
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
|
|
| 26. |
|
|
| 27. |
|
|
| 28. |
|
|
| 29. |
- Hillbur, Per, et al.
(författare)
-
Response and responsibility : fabrication of the eco-certified citizen in Swedish curricula 1962–2011
- 2016
-
Ingår i: Journal of Curriculum Studies. - Abingdon : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 48:3, s. 409-426
-
Tidskriftsartikel (refereegranskat)abstract
- This article addresses the fabrication of the eco-certified citizen, an ideal – rather than real – citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student’s (future citizen’s) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s’ curricula – a combination of traditional family values and democratic involvement in the local society.
|
|
| 30. |
|
|
| 31. |
|
|
| 32. |
|
|
| 33. |
- Holmberg, Tora, et al.
(författare)
-
Challenging bio-objectification : adding noise to transgenic silences
- 2012
-
Ingår i: Bio-objects. - : Ashgate. - 9781409411789 ; , s. 13-26
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A transgenic animal can be viewed as a boundary walker – or crawler – transgressing cultural boundaries, and hybridizing categories such as nature and culture, animal and human, organism and innovation, science and technology. Transgenic mice (it is most often mice that are used, even though all kinds of mammals and invertebrates have been modified – sheep, rats, dogs, fish etcetera) create certain dilemmas because they are “trans” – both a product and a process – and crawl over institutional as well as species boundaries. A transgenic mouse is of course also in many ways like any other laboratory mouse; purpose- and inbred, standardised, preferably pathogen free, in short, an animal constructed through history to suite experimental purposes. Our contribution to the anthology dwells on and explores what the bio-object concept can do in terms of further understanding the life (and death) of a transgenic animal, which is in Haraway’s terms “at once completely ordinary and the stuff of science fiction”. The ambiguous character of transgenic animals, captured so well in Haraway’s quote rarely becomes articulated, neither in laboratories and ethics committees, nor in interviews with people who represent these arenas. Perhaps the most striking result of the project is that people, who work with and/or ethically review research with transgenic mice, seldom articulate that there are any specific dilemmas for this branch. Transgenic animals have thus not become an “issue”, in contrast to for example genetically modified crops, cloned animals or genetic tests. We will illuminate the production of transgenic silences, and show how the silences in turn can be challenged by the bio-objects – the TG mice – themselves. The project builds on case studies, and the empirical data has been collected through ethnography, including observations and interviews, focusing on how researchers and members of animal ethics committees handle dilemmas with animal experiments in general and transgenic animals in particular.
|
|
| 34. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
Challenging bio-objectification : adding noise to transgenic silences
- 2011
-
Ingår i: Theory, Technology and Society <em></em>. - Gower : Ashgate. - 9781409411789 ; , s. 13-26
-
Bokkapitel (refereegranskat)abstract
- A transgenic animal can be viewed as a boundary walker – or crawler – transgressing cultural boundaries, and hybridizing categories such as nature and culture, animal and human, organism and innovation, science and technology. Transgenic mice (it is most often mice that are used, even though all kinds of mammals and invertebrates have been modified – sheep, rats, dogs, fish etcetera) create certain dilemmas because they are “trans” – both a product and a process – and crawl over institutional as well as species boundaries. A transgenic mouse is of course also in many ways like any other laboratory mouse; purpose- and inbred, standardised, preferably pathogen free, in short, an animal constructed through history to suite experimental purposes. Our contribution to the anthology dwells on and explores what the bio-object concept can do in terms of further understanding the life (and death) of a transgenic animal, which is in Haraway’s terms “at once completely ordinary and the stuff of science fiction”. The ambiguous character of transgenic animals, captured so well in Haraway’s quote rarely becomes articulated, neither in laboratories and ethics committees, nor in interviews with people who represent these arenas. Perhaps the most striking result of the project is that people, who work with and/or ethically review research with transgenic mice, seldom articulate that there are any specific dilemmas for this branch. Transgenic animals have thus not become an “issue”, in contrast to for example genetically modified crops, cloned animals or genetic tests. We will illuminate the production of transgenic silences, and show how the silences in turn can be challenged by the bio-objects – the TG mice – themselves. The project builds on case studies, and the empirical data has been collected through ethnography, including observations and interviews, focusing on how researchers and members of animal ethics committees handle dilemmas with animal experiments in general and transgenic animals in particular.
|
|
| 35. |
- Holmberg, Tora, et al.
(författare)
-
Determining discourse on bio-objects
- 2012
-
Ingår i: International Innovation. - : Research Media Ltd. ; :September, s. 24-26
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Social and educational scientists Drs Tora Holmberg, Malin Ideland and Shai Mulinari discuss their progress so far on a research project addressing the contemporary and controversial subject of cybrids and the discourse around them
|
|
| 36. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
Determining discourse on bio-objects
- 2012
-
Ingår i: International Innovation. ; :September, s. 24-26
-
Tidskriftsartikel (populärvet., debatt m.m.)
|
|
| 37. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
Dilemman med transgena djur : forskningspraktik och etik
- 2010
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Under senare år har vi i Sverige sett en minskning av djurförsök. Denna trend gäller dock inte transgena djur, det vill säga djur som på olika sätt förändrats i arvsmassan, något som tvärtom ökar. verksamheten skapar en rad frågeställningar. Det handlar om moraliska och andra dilemman som är en del av all djurförsökshantering. Vi människor tar oss trots allt rätten att använda andra djur för att förbättra oss själva. Men verksamheten skapar också vissa specifika och ibland svårhanterliga frågeställningar som hänger ihop med att djuren är genmodifierade, som oförutsägbara eller för djuret svåra konsekvenser av modifieringen. Transgens djur - framför allt är det möss som används - utmanar också en rad etablerade kulturella gränser; mellan olika arter, mellan vetenskap och teknologi samt mellan organism och uppfinning. I denna publikation, ett resultat från projektet Dilemman med transgena djur, undersöks hur forskare, djurförsökstekniker och ledamöter i djurförsöksetiska nämnder, hanterar dessa dilemman.
|
|
| 38. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
För Sverige i framtiden : Bio-objektifiering av ny medicinsk teknologi
- 2013
-
Ingår i: Sociologisk forskning. - : Sveriges sociologförbund. - 0038-0342 .- 2002-066X. ; 50:1, s. 31-49
-
Tidskriftsartikel (refereegranskat)abstract
- Taking Sweden into the future – Bio-objectification of new medical technologyIn this article, we analyze how contemporary discursive silences around new biotechnologies such as cybrids and induced pluripotent stem cells (iPSC), have been enabled by earlier policy processes in the area, e.g. boundary work around what is human and non-human, living and non-living, subject and object. The analysis of policy processes around xenotransplantations and the use of human embryonic stem cells, shows that the stem cells’ and xenografts’ “bio-identities” become stabilized through high expectations for the future, a lack of therapeutic possibilities and struggles over definitions of life. The policy processes around human embryonic stem cells and organs from other animals, are characterized by a normalization of certain understandings of ”life”, trust in scientific progress and it’s national financial potentials and a categorization of criticism as irrational. Through these “bio-objectification processes”, debate and decision making has been moved from a political and public context into ethical committees and research funding bodies. The article concludes by discussing consequences of this political non-handling of biomedical technologies and how these bioobjects could be re-politicized.
|
|
| 39. |
- Holmberg, Tora, et al.
(författare)
-
För Sverige i framtiden : Bioobjektifiering av ny medicinsk teknologi
- 2013
-
Ingår i: Sociologisk forskning. - : Sveriges sociologförbund. - 0038-0342 .- 2002-066X. ; 50:1, s. 31-49
-
Tidskriftsartikel (refereegranskat)abstract
- Varför pågår det inte längre några offentliga debatter om genteknik, stamcellsforskning och hybrider mellan människor och djur? Hur ska vi förstå hur högljudda debatter i slutet av1990-talet helt har tystnat och tekniker så då påstods utmana synen på liv och död, mänskligt och icke-mänskligt har normaliserats i den svenska kulturen. Varför intresserar varken politiker eller journalister sig längre för frågan? I den här artikeln analyseras hur nutida diskursiva tystnader gällande nya bioteknologier, t.ex. chimbrider och inducerade pluripotenta stamceller (iPSC) har möjliggjorts genom tidigare policyprocesser som har hanterat frågor såsom gränsen mellan mänskligt och icke-mänskligt, levande och icke-levande, subjekt och objekt. Genom att analysera policyprocesser och lagstiftning gällande xenotransplantationer och användandet av mänskliga embryonala stamceller från sent 1990-tal och tidigt 2000-tal, vill vi belysa hur stamcellers och xenografters så kallade "bio-identiteter" har stabiliserats och stagnerat genom att de har diskursivt konstruerats i termer av framtida förväntningar, brist på medicinska möjligheter samt definitioner av vad som räknas som "liv". Genom vad vi här benämner som bio-objektifieringsprocesser har debatter och beslutsfattande gällande bioteknologiska frågor förflyttats från offentligheten och politiker till slutna etiska nämnder och forskningsfinansiärer. Artikeln avslutas med en diskussion kring hur avpolitiska frågor återigen kan bli politiska och därmed också lyftas ut i offentligheten igen.
|
|
| 40. |
|
|
| 41. |
- Holmberg, Tora, et al.
(författare)
-
Imagination laboratory : making sense of bio-objects in contemporary art
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Public engagement in biotechnology has declined as cloning, genetic engineering and regenerative medicine have become socially and culturally normalized. Moreover, when debates occasionally emerge, scripts are strictly limited through established politico-moral discourses in which rationality and calculability of risks and benefits prevail. In order to vitalize debates on new technologies, we claim that there is a need for re-conceptualizations of biotechnological concerns and possibilities. Zooming in on existing bio-technological debates, this article turns to contemporary genetic art as sites for such ethical reflections. Art can be viewed as an “imagination laboratory”, a space through which un-framing and rupturing of contemporary rationalities are facilitated, and, in addition, enabling sense-making and offering fantastic connections otherwise not articulated. In this article, the framework of “bio-objectification” is enriched with Bennett’s (2001) notion of enchantment and the importance of wonder and openness to the unusual, in order to problematize modernity infused policy institutions’ belief in rationality and calculations. Our aim is to explore representations of biotechnology and new life forms in contemporary arts in order to highlight alternative matters of concern than articulated through conventional politico-moral discourse. How are notions of post-human futures explored, questioned and (de)stabilized? Drawing on a cultural sociological analysis of Eduardo Kac’s “Edunia”, Lucy Glendinning’s “Feather child”, Patricia Piccinini’s “We are family” and Heather Dewey-Hagborg’s “Stranger visions”, we expand on the metaphor of enchantment and discuss how the art works can be interpreted in terms of “magic”, “wands” and “spells”: 1) What kinds of affects are mobilized through the magic of art (disgust, fear, wonder); 2) What kinds of specific “wands” are used; (shock, warning, recognition) and 3) Which responses are fostered through cultural spells (protection, rejection, othering, inclusion)? The paper demonstrates that while some modern boundaries and rationalities are highlighted and challenged through the “imagination laboratory” of the art process, others are left untouched.
|
|
| 42. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
Imagination laboratory : making sense of bio-objects in contemporary genetic art
- 2016
-
Ingår i: Sociological Review. - : John Wiley & Sons. - 0038-0261 .- 1467-954X. ; 64:3, s. 447-467
-
Tidskriftsartikel (refereegranskat)abstract
- Public engagement in biotechnology has declined as cloning, genetic engineering and regenerative medicine have become socially and culturally normalized. Zooming in on existing bio-technological debates, this article turns to contemporary genetic art as sites for ethical reflections. Art can be viewed as an ‘imagination laboratory’, a space through which un-framing and rupturing of contemporary rationalities are facilitated, and, in addition, enabling sense-making and offering fantastic connec- tions otherwise not articulated. In this article, the framework of ‘bio-objectification’ is enriched with Bennett’s (2001) notion of enchantment and the importance of wonder and openness to the unusual, in order to highlight alternative matters of concern than articulated through conventional politico-moral discourse. Drawing on a cultural sociological analysis of Eduardo Kac’s Edunia, Lucy Glendinning’s Feather Child, Patricia Piccinini’s Still Life with Stem Cells and Heather Dewey- Hagborg’s Stranger Visions, we discuss how the intermingling of art, science, critics, art historians, science fiction, internet, and physical space, produce a variety of at- tachments that this article will unpack. The article demonstrates that while some modern boundaries and rationalities are highlighted and challenged through the ‘imagination laboratory’ of the art process, others are left untouched.
|
|
| 43. |
- Holmberg, Tora, et al.
(författare)
-
Konsten kan lämna nyttotänkandet
- 2014
-
Ingår i: Fria Tidningen. - : Mediekooperativet Fria Tidningar. - 1654-9449. ; 7 januari:20140106
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Konsten är ett frirum som kan utmana forskningen att förnya den etiska diskussionen kring exempelvis genteknik och stamcellsforskning.
|
|
| 44. |
- Holmberg, Tora, et al.
(författare)
-
Organizing shit : Flows and leaks in the circular economy
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a time when we fear overstepping the planet boundaries, circular economy appears as important for a sustainable society. Promising economic and environmental gain, it is promoted by political bodies as well as business companies. In the circular economy trash turns into valuable treasures; waste is recycled and filled with economic and cultural value. In an ongoing project the transformations of biological waste are examined in urban contexts. This paper explores the flows of waste water in a municipal organization, from “shit” to new commodities on the market. Where are the leaks in this supposed circular economy? How is economic and environmental value added to/removed from sewage during the process? Through the methodology of “trash-tracing”, we follow how waste water is valued, from flushed down from toilet to its end-up products: biogas and fertilizer. The study is based on an ethnography of wastewater management in a Swedish municipality, including interviews with twenty “waste workers” and observations of a treatment plant, a land fill site and a biogas plant. During the transformation of wastewater into products conflicts appear between 1) public and private logics; 2) environmental and economic gain; 3) nature and society. In these conflicts valuation processes of waste are ongoing, branding the municipality as sustainable city, employing new waste workers, but with limited economic and environmental value in the final products. We discuss the inherent conflicts of the circular economy as well as methodologies to explore societal infrastructure through a micro-perspective on culturally hidden phenomena such as waste water.
|
|
| 45. |
- Holmberg, Tora, et al.
(författare)
-
Secrets and lies : ''selective openness'' in the apparatus of animal experimentation
- 2012
-
Ingår i: Public Understanding of Science. - : Sage Publications. - 0963-6625 .- 1361-6609. ; 3:21, s. 354-368
-
Tidskriftsartikel (refereegranskat)abstract
- Researchers and other (human) actors within the apparatus of animal experimentation find themselves in a tight corner. They rely on public acceptance to promote their legitimacy and to receive funding. At the same time, those working with animal experimentation take risks by going public, fearing that the public will misunderstand their work and animal rights activists may threaten them. The dilemma that emerges between openness and secrecy is fairly prevalent in scientific culture as a whole, but the apparatus of animal experimentation presents specific patterns of technologies of secrets. The aim of the paper is to describe and analyse the meanings of secrets and openness in contemporary animal experimentation. We suggest that these secrets – or “selective openness” – can be viewed as grease in the apparatus of animal experimentation, as a unifying ingredient that permits maintenance of status quo in human/animal relations and preserves existing institutional public/science relations.
|
|
| 46. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
Secrets and lies : 'selective openness' in animal experimentation
- 2012
-
Ingår i: Public Understanding of Science. - : SAGE Publications. - 0963-6625 .- 1361-6609. ; 21:3, s. 354-368
-
Tidskriftsartikel (refereegranskat)abstract
- Researchers and other (human) actors within the apparatus of animal experimentation find themselves in a tight corner. They rely on public acceptance to promote their legitimacy and to receive funding. At the same time, those working with animal experimentation take risks by going public, fearing that the public will misunderstand their work and animal rights activists may threaten them. The dilemma that emerges between openness and secrecy is fairly prevalent in scientific culture as a whole, but the apparatus of animal experimentation presents specific patterns of technologies of secrets. The aim of the paper is to describe and analyse the meanings of secrets and openness in contemporary animal experimentation. We suggest that these secrets – or “selective openness” – can be viewed as grease in the apparatus of animal experimentation, as a unifying ingredient that permits maintenance of status quo in human/animal relations and preserves existing institutional public/science relations.
|
|
| 47. |
|
|
| 48. |
|
|
| 49. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
The circular economy of food waste : Transforming waste to energy through ‘make-up’ work
- 2021
-
Ingår i: Journal of material culture. - : Sage Publications. - 1359-1835 .- 1460-3586. ; 26:3, s. 344-361
-
Tidskriftsartikel (refereegranskat)abstract
- This article unpacks the neat straightforwardness of the ‘waste regime’ of the circular economy of food waste and its main idea: ‘waste as resource’. It explores the making of circularity by paying detailed attention to what is conceptualized as ‘make-up’ work, i.e. how interruptions and leaks along waste flows are handled in practice. Make-up work capitalizes on its double meaning. First, it highlights the covering of cracks needed in order to transform waste to energy. Second, make-up work pinpoints that the neatness of circularity is far from a straightforward technical system, but is continuously made. Through an interview-based study in Sweden, the article illuminates three steps of transformation of food waste into the commodity of biogas, analysing the material and cultural transformations, showing that the micro-management of preventing such interruptions is crucial. Problems such as lack of or misfit material, difficulties in sorting the substrate effectively, over/underproduction of gas and the political decisions steering the conditions for supply and demand are equally crucial and pose the threat that the production will be viewed as inefficient. Based on these results, the article emphasizes the need to problematize the paradigm of the circular economy and the zero-waste regime, on the one hand, and to recognize the work involved in striving for a sustainable society, on the other.
|
|
| 50. |
- Holmberg, Tora, 1967-, et al.
(författare)
-
The (in)visibility of sewage management and problematization as strategy for public awareness
- 2023
-
Ingår i: Sociological Review. - : Sage Publications. - 0038-0261 .- 1467-954X. ; 71:3, s. 696-715
-
Tidskriftsartikel (refereegranskat)abstract
- Sewage management is crucial to the functioning of cities, yet, in the global North, seldom acknowledged in public. Wastewater infrastructures are mainly hidden underground and human excrement is considered a private matter. However, to make sanitation stay invisible, its dysfunctionality (e.g., leaking pipes, aging wastewater plants) is sometimes in acute need of being highlighted. Moreover, the work essential to keep the infrastructures maintained needs to be recognized and compensated for. Based on interviews with actors in the sewage management sector in Sweden, news articles, and public information campaigns, the present article explores how political action and public engagement are mobilized through moves between visibility and invisibility. The analysis focuses on four different modes of problematization: inproblematization, problematization, deproblematization, and unproblematization. Inscribed in the research fields of urban infrastructures and public engagement, the article sheds light on how the public secret of managing feces is upheld, through balancing acts such as creating discursive space, negotiating infrastructural disruptions, making problems treatable, and individualizing solutions. These different modes of problematization are crucial to achieving the right public attention and political measures.
|
|
