| 11. |
- Hasslöf, Helen, et al.
(författare)
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The role of education in transition towards a more sustainable world
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within this conference’s overall focus on ‘Education and transition’, the network on Environmental and Sustainability Education Research (ESER) raises the question what research tells us about education’s role in building a more sustainable world. The proposed symposium will address this key issue in ESE research, thereby combining varied research focusses and national perspectives (Sweden, Denmark and Belgium) and paying particular attention to educators’ role in facing the challenges involved. The role of education in tackling societal problems is the subject of an ongoing scholarly discussion since such problems are often translated into issues that need an ‘educational solution’ (Simons and Masschelein 2006), pre-eminently in the context of sustainability issues (Postma 2004; Van Poeck et al. 2014). A sustainable world emerges then as a challenge that can be met by learning the proper solutions, desirable attitudes, correct behaviour, necessary competences, etc. Policy-makers as well as scholars argue for ‘learning our way out’ of unsustainability (Finger and Asún 2001) and for ‘transformative learning’ (Jackson 2011). However, critics argue, sustainability issues cannot be approached as if they were solely a matter of more or better education (e.g. Biesta 2012). Considering that these issues are often very uncertain and controversial (both in factual and normative terms) and drastically affect our planet and its inhabitants it is argued that, first and foremost, sustainability issues raise democratic challenges. Thus, research about education’s role in building a more sustainable world often addresses questions of democratic thought (e.g. Lundegård and Wickman 2012; Sund and Öhman 2014) and ESE practices reveal a certain entanglement of educational and political/democratic processes. The proposed symposium focusses on this ‘intersection of politics and pedagogy’ (Biesta 2012) in the light of sustainability challenges. In doing so, we explicitly aim to move beyond a dichotomist view on the tension between a (‘committed’ and ‘instrumental’) solution-oriented versus a (‘detached’, ‘idealistic’ and ‘relativistic’) democracy-oriented approach to ESE. In order to nurture the debate on this issue, we focus on what actually takes place in diverse educational settings and on the crucial role of educators in this respect. Highlighting different aspects of this common research interest and bringing together varied national perspectives, the contributors aim to progress the theoretical conceptualisation of education in relation to sustainability transition as a process in which the political and the pedagogical are intertwined. Hasslöf, Lundegård and Malmberg elaborate on ‘social change’ in ESD from a teacher perspective. Using theoretical frameworks of Laclau and Mouffe and Biesta, they identify teachers’ subject positions (as rational subject, responsible subject and the reconstructing subject) and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Læssøe and Van Poeck focus on how ‘change agents’ in non-formal educational settings affect the kind of educational processes that can emerge within practices pursuing a more sustainable world. Drawing on empirical analyses, they reveal the diversity of roles change agents can play and put forward an ideal typology. Connecting the latter to educational theory (metaphors of learning, functions of education) and theories linking social dynamics and social learning, the authors elaborate on how change agents face entangled political and pedagogical challenges within non-formal educational settings. Östman, Håkansson and Van Poeck depart from the re-born interest in the political dimension of ESE and investigate possibilities and risks involved in introducing the political in pluralistic ESE practice. Drawing inspiration from Mouffe’s theory of the political and Dewey’s pragmatist theory, they empirically analyse diverse educational settings. They identify situations that could be educative depending on how the educator acts and conceptualise how a pluralistic and a political dimension come together in in ESE practice.
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| 12. |
- Hillbur, Per, et al.
(författare)
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Response and responsibility : fabrication of the eco-certified citizen in Swedish curricula 1962–2011
- 2016
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Ingår i: Journal of Curriculum Studies. - Abingdon : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 48:3, s. 409-426
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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.
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| 13. |
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| 14. |
- Ideland, Malin, et al.
(författare)
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Det KRAV-märkta barnet : Om subjektskonstruktioner i lärande för hållbar utveckling
- 2015
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Ingår i: Vetenskapsrådets Resultatdialog 2015. - : Vetenskapsrådet. - 9789173073059 ; , s. 85-95
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Projektet Det KRAV-märkta barnet syftar till att normkritiskt problematisera lärande för hållbar utveckling. Hur bidrar denna praktik till att skapa normer för vem som är ”den goda” respektive ”den icke-önskvärda” människan? Studien, som analyserat läromedel och policydokument, visar hur skillnader mellan Vi och De Andra (re)produceras. Utifrån en idé om svensk exceptionalism konstrueras Vi som förnuftiga, altruistiska och utvecklade medan De Andra som okunniga och i behov av Vår hjälp. Det KRAV-märkta barnet är också handlingskraftigt och optimistiskt, medan uppgivenhet och ilska inte passar in i diskursen. Skyddet mot ”improduktiva” känslor blir att “göra saker” i termer av symbolhandlingar. Idén om “nödvändiga kunskaper” gör det KRAV-märkta barnet objektivt, teknologiskt lösningsinriktat och till en medveten konsument. Detta post-politiska förhållningssätt döljer strukturella orättvisor bakom individuella handlingsmöjligheter och det enskilda ”barnet” blir ansvarigt för hållbarhetsfrågorna.
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| 15. |
- Ideland, Malin, et al.
(författare)
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Environmental education as epistemological imperialism : How Swedish exceptionalism is constructed through the Otherness Machinery
- 2015
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Ingår i: Abstract list of WEEC 2015. - : WEEC.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Sustainable development is often described as a global project, including everyone everywhere in the fight for a better ‘common future’. The aim of this paper is to problematize this inclusive project through an analysis of how good intentions in Environmental and Sustainability Education (ESE) construct and maintain differences between ‘Us’ and ‘Them’. We are interested in exposing social constructions of normality and otherness in the taken-for-granted good intentions within ESE. Objectives: The analysis focuses textbooks used in Swedish schools, how texts and pictures operate as cogwheels in what we call Otherness machinery, discursively constructing who is ‘normal’ and who is ‘the Other’. We examine how representations of race and nationality construct (un)desirable subjects inside the discourse of ESE. The theoretical framework builds on 1) critical race theory and whiteness studies and 2) theories on double gestures of inclusion and exclusion in education. When trying to help or foster the Orher, we are, at the same time, in a double gesture, constructing the ones in need as abjects, those who ‘need to be saved’ into a specific norm. Methods: The empirical material consists of teaching material about sustainable development: five textbooks in science, civics and geography for primary and lower secondary school and two thematic fact books for school. From the books, we extracted parts that were concerned with sustainable development and environmental issues for a closer analysis. In the analysis of the material, we studied how normality (in this case Swedishness) and Otherness are constructed and who (in terms of the entanglement of race and nationality) is representing what. The question is how Sweden, or ‘We’, is constructed in relation to the Other and what discursive consequences these positions have attached to them. Results: The result is presented through five dichotomies structuring the ESD discourse: Tradition/Civilization, Dirtiness/Purity, Chaos/Order, Ignorance/Morality and Helped/Helping. Through these dichotomies we show how differences between ‘Us’ and ‘Them’ are constructed and maintained in the textbooks about sustainable development and environment. Sweden, and Swedishness, are with help from different - uncivilized or immoral others - constructed as exceptional. We claim that these representations of race and nationality imply a colonial gaze. Conclusion: The paper addresses the risk that a child who engages in the ESE practice come to meet the world with a colonial gaze and an aim to foster the Other into a specific way of living. It discusses how the global project of sustainable development is transformed through a discourse of “Swedish exceptionalism”. In a double gesture of inclusion and exclusion, the rest of the world appears in need of help, development, or – in some cases – higher moral standards. The including ESE project must thus be understood as a colonial, and excluding practice – a form of epistemological imperialism.
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| 16. |
- Ideland, Malin, et al.
(författare)
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Governing ‘eco-certified children’ through pastoral power : critical perspectives on education for sustainable development
- 2015
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Ingår i: Environmental Education Research. - Abingdon, Oxon : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 21:2, s. 173-182
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectiv- ity and faith in technological development. It emphasizes the right of the individ- ual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language.
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| 17. |
- Lagerholm, Charlotte, et al.
(författare)
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Analysing representations of concept in physics textbooks for lower secondary school in Sweden – the concept of pressure
- 2017
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Ingår i: Analysing representations of concept in physics textbooks for lower secondary school in Sweden – the concept of pressure. ; , s. 195-197
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Konferensbidrag (refereegranskat)abstract
- Representations of scientific concepts are important tools for creating understanding of science. In connection with the scientific concepts mentioned in textbooks it is common to use many other forms of representation to clarify them. In this study, we focus on physics textbooks for lower secondary school and more specifically, how the concept of pressure is presented. The examination of the textbooks will be divided into in two parts. In the first part we study the representations that occur from a quantitative perspective. The representations will be sorted into three main categories (Liu & Khine, 2016). For each category there are sub-categories. In the second part of the study, representations will be studied from a qualitative perspective and described with respect to how they are used and interconnected in the textbooks. In this second part, the representations are analysed and sorted into four main categories (Slough, McTigue, Suyeon, & Jennings, 2010). Preliminary results from the first part of the study show that textual representations dominate together with graphical representations in all textbooks, while the mathematical representations only occur occasionally. The second part of the study is on-going and preliminary results will be presented and discussed, together with implication for teaching.
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| 18. |
- Lagerholm, Charlotte, et al.
(författare)
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Säger en bild mer än tusen ord?
- 2019
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Ingår i: Från forskning till fysikundervisning. - Linköping : Linköping University Electronic Press. - 9789179299804 ; , s. 49-59
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Svenska läroböcker i fysik har utvecklats från att vara främst textbaserade till att numera innehålla ett stort antal representationer. Fotografier och teckningar men också variation i teckenstil eller matematiska formler är exempel på representationer som används för att förtydliga innehållet i texten. Studiens huvudsakliga syfte är att analysera vilka representationer som förekommer i fysikläroböcker för högstadiet i Sverige och hur dessa representationer används. För denna studie har ett kategoriseringsverktyg tagits fram. Verktyget används såväl för att kategorisera representationerna som för att analysera användningen av dem. Läroböckerna uppvisar stora likheter när det gäller hur de representerar begrepp. Resultatet visar att liknade representationer används i alla läroböckerna. Böckernas kapitel inleds med stora färgfotografier, inte alltid med ett tydligt syfte eller koppling till innehållet. Få fotografier och teckningar är relaterade till elevers vardag. Matematiska representationer såsom tabeller och formler är sällsynta och ingen av läroböckerna har med något diagram. Sammanfattningsvis är dessa inte läroböcker som kan sättas i händerna på elever utan vägledning från läraren. Ofta förväntas eleverna kombinera text och representation på egen hand där det krävs förkunskaper för att förstå representationerna. Det hade därför varit till nytta om representationerna bidrog med mer detaljerad information om hur de ska läsas. © Nationellt centrum för naturvetenskapernas och teknikens didaktik och författarna. Distribueras av Nationellt centrum för naturvetenskapernas och teknikens didaktik vid Institutionen för samhälls- och välfärdsstudier, Linköpings universitet.
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| 19. |
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| 20. |
- Malmberg, Claes, professor, 1956-
(författare)
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Framtidsverkstad
- 2018
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Annan publikation (populärvet., debatt m.m.)
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