| 1. |
- Nordén, Birgitta
(författare)
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Global Teaching and Learning towards Sustainable Development
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- BIRGITTA NORDÉN has a master in educational science and a master in education with a professional orientation. Currently, she is a PhD (earlier doctoral student at the Graduate school in Education and Sustainable Development - GRESD) coordinated by Uppsala University in collaboration with Malmö University, Sweden. Her research focuses on the global dimension created in education and teaching towards sustainability, and consequently, on how the implementation process locally interacts with a global context. In particular, attention is paid to how teaching subject matter of various disciplines with a transdisciplinary approach further develops a holistic perspective in knowledge formation for sustainable development, and thereby lays a foundation for a critical knowledge capability and readiness to act. 1999-2007 she was the Director of Distance Education for the Young Masters Programme on Preventive Environmental Management Strategies (YMP) at the International Institute for Industrial Environmental Economics at Lund University, which reached out world-wide to 110 countries and thereby over 10,000 school students. Above all, upper secondary school teacher training courses were repeatedly held by Birgitta Nordén in Beijing with participants from nearly all provinces in China. This was possible with technical support from Centre for Environmental Education and Communication (CEEC) in accordance with the awareness and education programme and plan of State Environmental Protection Administration of China (SEPA), and the initiative of Green Schools´ project taken by the Ministry of Education of China. This programme of networked learning on sustaining the environment in a developing world has later been recognized by UNESCO. Birgitta Nordén has been awarded several times e.g. from the Royal Swedish Academy for Engineering Sciences for her commitment to IT-development in schools on pedagogical grounds, and the 12th Online Educa Berlin International Conference on Technology-supported learning and training for a best practices showcase. She is well established and actively involved in ESD boards, networks for research and education, as well as formal and informal learning in Sweden, as well as in Nordic and International countries through contacts and references on ESD R&D in more than 50 nations globally. Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted from a perspective of preventive management strategies for SD, understanding collaboratively could serve as a tool to reach a deeper knowledge formation process through global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various intercultural qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.
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| 2. |
- Nordén, Birgitta, et al.
(författare)
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Learning in global settings for sustainable development : local challenges
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The pilot project Lund Calling is a step for initiating the process of learning about sustainability issues in global–local settings through the implementation of the Young Masters Programme (YMP). Lund Calling was originally started by the Municipality of Lund to promote education for sustainable development (ESD), giving pupils from grade 8 up to the completion of upper secondary level the opportunity to study the YMP within the framework of their regular studies. This was to be accomplished by the construction of a local course, considered to be “a raw model” for all schools in Lund. A number of schools were specifically selected by the Department of Education in the Municipality of Lund to participate in the pilot project Lund Calling. Alongside with the educational pilot project, a research project was also to be conducted. The aim of the research project was to analyse and describe pupils’ and teachers’ experiences of the pilot project. Later, interviews with headmasters were also included. The purpose of this empirical investigation is, in other words, not to evaluate or assess the effectiveness of the initial attempts to implement the YMP at schools in the Municipality of Lund, but rather to contribute to the further development of the implementation processes, by capturing some of the experiences, voices and engagement of the many stakeholders and participants. Preliminary findings were presented during a seminar (2008) at the International Institute for Industrial Environmental Economics (IIIEE) at Lund University, which was addressed to participants from schools in Lund. Findings were also presented at the international conference initiated by the Regional Centre of Expertise on education for sustainable development in Skåne (RCE-Skåne): EU as Global Actor – The pilot project Lund Calling 2009. European Conference on Education for Sustainable Development: Community based learning – Bringing the World into the classroom (Nordén & Anderberg, 2009). For more information, visit the Lund Calling web site at: http://www.lucsus.lu.se/lundcalling/ The Young Masters Programme has developed into an internationally acclaimed and well-tested model, for distance education with multicultural and interactive participation, dealing with sustainability issues. The YMP is offered by the International Institute for Industrial Environmental Economics at Lund University. For more information, visit the IIIEE web site at: http://www.iiiee.lu.se/site.nsf/AllDocuments/3FF88126AF2B70EDC1256F6B00489555 2 In this first section of the report, we outline the background of the study. In the second section, the design of the empirical investigation is described, while in the last section, the results of the empirical investigation will be discussed. Some conclusions are presented, and further steps in the implementation process are suggested.
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| 3. |
- Nordén, Birgitta
(författare)
-
Transdisciplinary Teaching Approaches of Global Learning for Sustainable Development
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- From a pedagogical perspective with a concern of teaching and learning, it is necessary to focus on not only the learner and the content, but also the teachers experiences - at the same time, while promoting transdisciplinary knowledge formation. Marton and Tsui are referring capabilities to objects of learning. The teacher work towards the object of learning includes not only what the students trying to learn, but also on the way of how the students mastering that. Aware or not about it, the understanding of the teachers heading for the intended object of learning , is crucial. Due to the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization factors actually present, already in the foundation of the SD concept. Comprehensively examined, a foundation built on knowledge capabilities for acting globally, instead of grounded on competence-base, an approach characterized by signs of capability to act globally could be considered more persuasive and holistic in its character. Education, often is heard of as being the ultimate way aimed at paving for realization of the high flying visions of sustainability, is considered being outstanding for implementing sustainability knowledge formation for reflections with a character of deep thinking for change in - and development of - everyday acting. At the same time it is a fact that Education for Sustainable Development (ESD) is too complex and challenging for teachers to handle due to its multidisciplinary approach. And, even a bigger challenge, if focusing the initial process, learning SD transdisciplinarily seems to be experienced as almost an impossible task – at least at upper secondary school level due to the organization and structure of schools from a national perspective with emphasis on measuring and subject matters. In particular, the measuring and comparison in international contexts as TIMSS, PISA, and OECD, makes it hard to develop a specific content with an adequate content of ESD. Thereby, also the global dimensions of ESD get some disapproving attention and are criticized for unsympathetically authorize and give legitimacy to globalization brought into the curriculum. My point of departure is in education, and my focus is on learning and teaching sustainability issues locally - with consciousness of the balance between the local parts and the global influences as a whole. The relations between the local parts as such, and the relations to the whole planet. My empirical study aims at showing some concrete examples of how planetary or “global” sustainability education i.e. “global” teaching and “global” learning could emerge through the decades from the separate starting points of EE, SD and ESD in an increasingly globalized world. Research on new settings of educational approaches, with the potential to facilitate real transdisciplinary thinking, and seeking to integrate SD ideas into the curriculum, must be given priority (Reid & Petocz). The aim of the studyfocuses the specific capabilities teachers require, and teaching approaches developed, meeting new settings of transdisciplinary sustainability teaching and learning situations locally including a global dimension. Methodology, Methods, Research Instruments or Sources Used Context: Upper secondary school with global ESD profile staging for transdisciplinary collaboration among teachers. The teachers have competence in twelve different subject matters, and make changes in their schedules, collaborate and discuss educational development preparing a three-weeks project on design of city sector for sustainable living, the pupils in two classes in small teams carry out the mission considering the various dimensions of SD. Research Method/Approach: Phenomenography (Marton & Booth, 1997). Data Collection: With a phenomenographic approach, semi-structured interview questions were analysed describing the experiences of teachers concerning global teaching and learning of SD. Upper secondary school teachers (n=12) are in teams educating SD transdisciplinarily with a global dimension in a local context. The teachers are interviewed three times (45 minutes) in a longitudinal study (before, in the middle of, and after the specific “Sustainable City” project). Data Analysis: The recorded interviews are transcribed and read thoroughly, stressing the approaches in transdisciplinary teaching of GLSD. The analysis performed used contextual analysis (Svensson) choosing and delimiting phenomenon as a part of the world, and distinguishing its integral parts and their relations to each other. Conclusions, Expected Outcomes or Findings The result highlights teachers´ experiences of transdisciplinary teaching and learning with a global dimension towards sustainability in relation to local teaching challenges. Findings concern the role of awareness raising dialogues, various subject matter expertise, critical knowledge capabilities related to collaborative knowledge formation of GLSD and a learner perspective. APPROACH 1: Teachers participate by assisting. APPROACH 2: Teachers "own" and have driving force. Five Main Attitudes among the teachers approaching transdisciplinary teaching (TT) for GLSD were recognized: critical, supportive, complementing, cogent (power to influence or convince) or trenchant (vigorous, forceful), and persuasive (capable of convincing; power to induce action). The investigation shows teachers´ understanding of the didactic process of initiating globalised teaching of sustainability, even though featured continuity in their teaching of GLSD is unusual. In any educational context – in this teaching practice, particularly – the concept of GLSD continuously needs to be renegotiated by participating teachers in every concrete transdisciplinary teaching and learning situation. A problematic relationship seems built into the concept of transdisciplinary teaching – departing from the local teacher teams´ incapability to handle the complex transdisciplinary education of SD, which notwithstanding might be facilitated within the field recognized as global learning for sustainable development. References Hansson, B. (2000), Förutsättningar för gymnasieelevers kunskapsbildning och för undervisning inom miljöområdet. Doctorial Thesis. Department of Education, Lund University. Marton, Ference (1981): Phenomenography–describing conceptions of the world around us. Instructional Science, 10, 177–200. Nordén, B. (2012). Teachers´ reflection initiating teaching of global learning for sustainable development at AERA2012, April 16, Vancouver. Nordén, B. & Anderberg, E. (2012). Sustainable Development through Global Learning and Teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management, pp. 379-401. London: Imperial College Press. Nordén, B., Avery, H. & Anderberg, E. (2012). Learning in global settings: developing transitions for meaning-making. Research in Comparative and International Education 7(4) pp. 514-529, Symposium Journals. Rauch, F. & Steiner,R. (2006). School development through Education for Sustainable Development in Austria. Environmental Education Research, Vol. 12, No. 1, 115–127. Reid, A. & Petocz, P. ( 2006). University lecturers´ understanding of sustainability. Higher Education (2006) 51: 105–123. Rost. J. (2004). Competencies for global learning, The Development Education Journal, Vol. 11, No.1, pp. 6-8. Scott, W., & Gough, S. (2003). Sustainable development and learning: framing the issues. London and NY: RoutledgeFalmer. Scott, W., & Gough, S. (Eds.). (2004). Key issues in sustainable development and learning: a critical review. London and NY: RoutledgeFalmer. Sund, Per & Wickman, Per-Olof (2008). Teachers’ objects of responsibility: something to care about in education for sustainable development? Environmental Education Research, Vol. 14, No. 2, 145-163. Svensson, Lennart (2004): Forskningsmetoders analytiska och kontextuella kvaliteter. [Research methods’ analytical and contextual qualities]. In Carl Martin Allwood, ed: Perspektiv på kvalitativ metod [Perspectives on Qualitative Method], pp 65–95. Lund: Studentlitteratur. Tsui, A. B. M. (2004). The shared space of learning. In: Marton, F. and Tsui, A. B. M. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum associates
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| 4. |
- Nordén, Birgitta
(författare)
-
Towards Sustainability : Teaching and Learning beyond Disciplines through Global Didactics
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to, from a global didactic angle, establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Complex demands underlying the discourse of GLSD show that a need for real integration into the curriculum is critical. A global perspective in the curriculum offers students the potential to relate their experiences to a more extensive context. This could contribute to increasing a public awareness of environmental issues, promote environmental training among educators, and improve provision of basic education. In this research, individuals given the opportunity to take command over their learning and their own world experiences within this field, are related to collective learning consciousness, knowledge formation conduct when managing ESD & SD on the Global Curriculum Agenda. The increasing importance of accessible educational communities, and the global character of SD issues provides more learning opportunities – individuals may thus create more nuanced conceptions, to cope with increasing societal complexity (Burbules). More theory-based knowledge of learning and teaching in global settings is needed, since the field mostly is based on policies – empirical investigations rare. The aim is to highlight some crucial elements of the global dimension in teaching and learning towards sustainability, in the context of preventive management strategies from a global didactic angle. The educational perspective of globalization adopted here, as well as limitations in the scope and focus in this presentation, are shaped against the background of the ultimate focus on GLSD. Both individual and collective self-development and self-determination are emphasized, while learning & teaching practices can be adapted to crucial issues, concerning our planet, and its management for SD. The overall objective: seeking for and advancing holistic understanding. Balance theory and practice combining holism and perception: A holistic approach requires an interpretation of the meaning of the parts from an interpretation of the whole and vice versa. Holism and relations are important starting points and a relevant epistemological background to the development of knowledge about the environment. Crucial management skills is required from the teacher as the role of the teacher enhance from being expert. Over the years, the concept of global learning is discussed more and more and developed in the area of developmental and environmental policies and the education of them (Brunold). Global Learning presupposes competencies, which individuals need to acquire if they want to actively shape the development of world society, including management skills (Olum) as team skills, readiness to compromise and cooperate, coping with change, creative & lateral thinking, the ability to deal with insecurity, integrated thinking, and systemic thinking. Intercultural learning could develop ‘global consciousness’ competencies and support global citizenship - and, ‘emergent holistic consciousness’ through the connection of cultures to a complex collective whole, may form a collective learning consciousness. This challenge takes off in the particular global perspective formulated above. Methodology, Methods, Research Instruments or Sources Used Phenomenography is the research method used in the conducted studies. Empirical findings, regarding experiences of local challenges of learning and teaching sustainability in global settings, are compared. Through the Young Masters Program (YMP), an online course about sustainability and preventive environmental management strategies, the Global Classroom as Extended Classroom is investigated. STUDY 1. Analyzing pupils experiences of online learning sustainability in a global setting in the research project "Learning in the ICT-extended University". Data collected through a semi-structured online questionnaire, with both closed and open questions (221 students, 19 countries, 2004). STUDY 2. Upper secondary school teachers’ experiences of the YMP were investigated. Data: interviews with the written answers from 26 teachers in 16 countries (Colombia, Denmark, Egypt, Ghana, Greece, India, Jordan, P. R. of China, Lithuania, Mauritius, Poland, Sweden, Tanzania, Turkey, the United Arab Emirates (UAE) and Vietnam), 2006. STUDY 3. Implementation study of GLSD in the Swedish pilot project Lund Calling, to facilitate for a number of schools, aiming at implementing the YMP as part of their regular curriculum. Data: semi-structured interviews (n=20) in a longitudinal study at compulsory schools (years 8-9) and upper secondary schools in Lund Municipality (8 students, 5 teachers and 2 headmasters, 2008-2009). Conclusions, Expected Outcomes or Findings The three compared studies discerned the need for developing a better understanding of the global didactic angle, from which GLSD is recognized. Performance studies (TIMSS, PISA, UNESCO’s Delors Report 1996) are criticized for validating and legitimizing curriculum reforms on a basis of ‘global indicators of quality teaching and learning’, with the hidden agenda of promoting a form of ‘new accountability’ to international agencies (i.e. OECD). Research is needed on innovative educational approaches, with the potential to facilitate real transdisciplinary thinking seeking to integrate sustainability ideas into the curriculum. Knowledge formation conduct means improving quality, and the obligation to implement improvements by breaking down barriers, to encourage collective learning consciousness and self-improvement for everyone. An ongoing process of compression-expansion of time/space/meaning appears to be affecting institutions and educational organizations, in their attempts to extend their reach. Media and grassroots organizations appear to perceive the call for GLSD, seeing a task to fulfill in this area. Combining such efforts could further develop appropriate practices for GLSD. Learners could be better equipped to cope with subject matters of great complexity and form nuanced conceptions of sustainability. A condition for such processes is the establishment of a global (and genuine) didactic dialogue. References Anderberg, E., Nordén, B. & Hansson, B. (2009). Global Learning for Sustainable Development in Higher Education: recent trends and critique. International Journal of sustainability in higher education. Vol. 10 No. 4, 2009, 368-378. Brunold, A. O. (2005). Global Learning and Education for Sustainable Development. Higher Education in Europe, Vol. 30, Nos. 3-4. Burbules, N.C. (2000). Does the Internet constitute a global educational community? In N.C. Burbules & C.A. Torres (Eds), Globalization and education – critical perspectives. 323-356. New York: Routledge. Hartmeyer, H. (2001). Globales Lernen in Österreich—Erfahrungen, Erwartungen, Perspektiven. In Halbartschlager, F. (Ed)(2001) Eine Welt. Beiträge zu globalem Lernen. Symposion globales Lernen pp. 34-42. Südwind Agentur, Vienna. Marsella, A. J. (2007). Education and training for a global psychology. In: Toward a Global Psychology: Theory, Research, Intervention, and Pedagagogy by Stevens, M. J. & Gielen, U. P. (Ed)( 2007). London: Lawrence Erlbaum Associates Nordén, B. & Anderberg, E. (2012). Sustainable Development through Global Learning and Teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management, 379-401. London: Imperial College Press. Olum, Y. (2004). Modern management theories and practices: a critical Overview. Paper presented at the 15th East African Central Banking Course, 12th July 2004, at Kenya School of Monetary Studies. Rost. J. (2004). Competencies for global learning. The development Education Journal Volume 11 Number 1 2004. Scheunpflug, A. & Asbrand, B. (2006). Global Education and education for sustainability. Environmental Education Research, 12-(1), 33-46. Svensson, L. & Wihlborg, M. (2010). Internationalising the Content of Higher Education – the need for a curriculum perspective. Higher education. Published online: Springer Netherlands. Tatto, M. T. (2007). Reforming Teaching Globally. Oxford: Cambridge University Press Tojo, N. & Lindhqvist, T. (2009). Teaching fellow students as a way of motivating future decision makers. In E. Bommenel & M. Irhammar (Eds), Osynligt och självklart? Lund: Media-Tryck.
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| 5. |
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| 6. |
- Nordén, Birgitta
(författare)
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ESD via Transdisciplinary Teaching Approaches
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Education - often seen as being the ultimate way aimed at paving for realization of the high flying visions of sustainability - for implementing sustainability knowledge formation with a character of deep thinking aiming to change and develop everyday acting. Education for Sustainable Development (ESD) is too complex and challenging for teachers to handle due to its multidisciplinary approach, in particular if focusing learning SD transdisciplinarily. At upper secondary school level, due to the organization and structure of schools from a national perspective with emphasis on measuring and subject matters. Also the global dimensions of ESD get some disapproving attention and are criticized for unsympathetically authorize and give legitimacy to globalization being brought into the curriculum. My focus is on teaching sustainability issues locally with awareness of the balance between the local subjects and the global influences as a whole, and its relations. This empirical study aims at showing how planetary or “global” sustainability education i.e. transdisciplinary teaching could emerge from the separate starting points of EE, SD and ESD in an increasingly globalized world. Research on new settings of educational approaches, has a potential to facilitate real transdisciplinary thinking, seeking to go beyond integration of SD ideas into the curriculum.
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| 7. |
- Nordén, Birgitta, et al.
(författare)
-
Learning in global settings : developing transitions for meaning-making
- 2012
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Ingår i: Research in Comparative and International Education. - : Symposium Journals. - 1745-4999. ; 7:4, s. 514-529
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Tidskriftsartikel (refereegranskat)abstract
- Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practicing transitions skills. The article suggests a number of features perceived as crucial in developing young people’s capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first touches on some of the conditions in Sweden that particularly impact young people’s transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting on both local and global levels. Education here plays an important role, to develop necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.
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| 8. |
- Nordén, Birgitta
(författare)
-
Making a Common Agenda : Environmental and Sustainability Education with Teaching and Learning Approaches for Global Action
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Being able to discuss, cooperate and have a dialogue in public are all essential skills needed in a democratic society. Other important skills include the ability to see challenges, relate different issues to each other, carry out investigations, critically read and write on issues related to their own ways of living, or look for ways of solving problems collaboratively. Another crucial aspect is learning how to present arguments and gain recognition for one’s ideas in society. The students need to be listened to when expressing a standpoint. For democracy to function, young people should feel that they are heard, whenever they contribute to society in a respectful way, as citizens. By being confirmed at school – and in society – young people can see themselves as a part of the common efforts towards sustainability. In view of changing conditions towards sustainability, also globally, democratic skills can be considered as a form of ‘action competence’ for SD, including actions on both the individual and the structural level. The need of tools, to reach a deeper knowledge formation process, grasping the complexity in a global learning space, has been observed . Understanding collaboratively is a form of learning that evolves in a process perspective. Additionally, this creates the foundation for well-developed competence to act democratically. With global learning for sustainable development (GLSD), both necessary skills and a deeper understanding of the content could be gained locally, via global learning activities in global settings. Organizational implementation tools need to be revised, and in particular various steering documents, such as the curriculum. The question of where to place sustainable development in the curriculum of education is not only about integration, but more an issue of systemic change within educational institutions. Allowing learning for SD presupposes a fundamentally transformative approach, which could facilitate implementation processes of GLSD. Initiating transdisciplinary education for environmental and sustainability issues is urgent. Including a global context locally is mandatory for global learing through education and sustainable development Nethertheless, literature review rhetoric still dominates. There is a demand for investigating teacher experiences of transdisciplinary sustainability teaching and students´ learning within a global framework. In particular as the process of learning towards sustainability in global–local settings is often stated as critical. Research on new settings of teaching and learning approaches, with the potential to facilitate real transdisciplinary thinking, and seeking to implement SD into the curriculum, must be given priority. Methodology, Methods, Research Instruments or Sources Used: This empirical study of teachers´ understanding of their teaching of global learning for sustainable development records subsequent educational development steps identifying the challenges. A phenomenographic approach with semi-structured interview questions is used to research teachers’ experiences of extending towards transdisciplinary global learning for sustainable development (GLSD) teaching. Within a longitudinal study teachers at an upper secondary school reflect on real practices focusing critical aspects experienced. Conclusions, Expected Outcomes or Findings: The investigation shows teachers´ understanding of their teaching of GLSD. Continuity in the didactic process of initiating globalisation of teaching ESD is hardly extraordinary. Because of the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization aspects actually at hand in the foundation of the SD concept. Comprehensively examined, a foundation built on knowledge capabilities for transdisciplinary teaching approaches characterized by signs of capability to learn and act globally - instead of relying on a competence-base - could be considered forceful and holistic in its nature Rather than considering subject matter as knowledge per se, in this paper, relevance for action is emphasised. It is further contended that diverse and complex forms of capabilities are needed to address equally complex issues. Environmental and sustainability education reaches from the classroom to the world outside, and can therefore serve as a bridge for transition, as well as an opportunity to develop and practice key capabilities. Tentative Conclusions: 1. The need for developing a better understanding of the global didactic angle – what are the specific challenges and opportunities that arise from using global perspectives, dialogue and collaboration in our teaching practices? How do we deal with problems in communication, assymetrıes in expression and very different scopes of action? 2. An ongoing process of compression-expansion of time/space/meaning appears to be affecting institutions and educational organisations, in their attempts to extend their reach. How do we go beyond the rhetoric? How do we reconcile the diverging motivations that underlie such projects? 3. Combining efforts could further develop appropriate practices for GLSD. Learners would be better equipped to cope with subject matters of great complexity and form nuanced conceptions of SD.
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| 9. |
- Nordén, Birgitta
(författare)
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Teaching and learning in global settings : developing transitions for meaning-making
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.
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| 10. |
- Nordén, Birgitta
(författare)
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Global Teaching and Learning towards Sustainable Development
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to – from a global didactic angle – establish globally genuine dialoguesforming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challengesin various contexts for transdisciplinaryknowledge formation. Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding. Highlighted froma perspectiveof preventive management strategies for SD, understanding collaboratively could serve as a tool to reacha deeper knowledge formation processthrough global learning i.e. GLSD. Notwithstanding, the global perspective has to be integrated in curriculum to achieve a competence-driven globalcurriculum. Thereby, capabilities through constructive interaction for various intercultural qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome.
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