| 1. |
- Andersson, Erik, 1979-, et al.
(författare)
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Young people's conversations about environmental and sustainability issues in social media
- 2017
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Ingår i: Environmental Education Research. - Oxon, United Kingdom : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
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Tidskriftsartikel (refereegranskat)abstract
- Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
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| 2. |
- Andersson, Klas, 1975
(författare)
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Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development
- 2017
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 23:3, s. 436-449
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Informa UK Limited, trading as Taylor & Francis GroupThere is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n=323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n=97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes.
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| 3. |
- Andersson, Pernilla, 1969-
(författare)
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Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
- 2018
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 24:5, s. 648-662
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Tidskriftsartikel (refereegranskat)abstract
- This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.
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| 4. |
- Andersson, Pernilla, 1969-, et al.
(författare)
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Logics of business education for sustainability
- 2016
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 22:4, s. 463-479
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores various kinds of logics of‘business education for sustainability’and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education.Our results also showhow the different logics position the subject business person differently, as one who adapts to,adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.
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| 5. |
- Beery, Thomas H., et al.
(författare)
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Children in nature : sensory engagement and the experience of biodiversity
- 2018
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 24:1, s. 13-25
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Tidskriftsartikel (refereegranskat)abstract
- Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children's play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature.
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| 6. |
- Beery, Thomas H., et al.
(författare)
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Children in nature : sensory engagement and the experience of biodiversity
- 2018
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Ingår i: Environmental Education Research. - : Carfax Publishing Ltd.. - 1350-4622 .- 1469-5871. ; 24:1, s. 13-25
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Tidskriftsartikel (refereegranskat)abstract
- Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children's play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature.
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| 7. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Globalisation and Education for Sustainable Development : Exploring the global in motion
- 2016
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 22:1, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations.
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| 8. |
- Berglund, Teresa, 1976-, et al.
(författare)
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Separated and integrated perspectives on environmental, economic, and social dimensions : an investigation of student views on sustainable development
- 2016
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 22:8, s. 1115-1138
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Tidskriftsartikel (refereegranskat)abstract
- The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed.
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| 9. |
- Ernst, Julie, et al.
(författare)
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Environmental action and student environmental leaders : exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility
- 2015
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 23:2, s. 149-175
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Tidskriftsartikel (refereegranskat)abstract
- The Student Climate and Conservation Congress (SC3) is a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance that aims to develop the next generation of conservation leaders through fostering action competence in youth. Data from SC3 participants was used to investigate four predictors of adult environmental behavior (environmental attitudes, locus of control, sense of personal responsibility, intention) to explore their predictability of environmental action and intention toward future involvement in environmental action in student environmental leaders. Of the four variables explored, pre-program levels of environmental attitudes was a significant predictor of environmental action. Additionally, changes in levels of environmental attitudes significantly predicted environmental action, with an increase in environmental attitudes being associated with a decrease in environmental action. Pre-program levels of environmental attitudes and sense of personal responsibility, and an interaction between the two, potentially were predictors of intention toward future involvement in environmental action. Changes in pre- and post-program levels of environmental attitudes, locus of control, and sense of personal responsibility did not significantly predict intention toward future involvement in environmental action, nor did environmental action. Implications for programming and research, in light of the study’s limitations, are discussed.
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| 10. |
- Ernst, Julie, et al.
(författare)
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Environmental action and student environmental leaders : exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility
- 2015
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Ingår i: Environmental Education Research. - : Carfax Publishing Ltd.. - 1350-4622 .- 1469-5871. ; 23:2, s. 149-175
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Tidskriftsartikel (refereegranskat)abstract
- The Student Climate and Conservation Congress (SC3) is a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance that aims to develop the next generation of conservation leaders through fostering action competence in youth. Data from SC3 participants was used to investigate four predictors of adult environmental behavior (environmental attitudes, locus of control, sense of personal responsibility, intention) to explore their predictability of environmental action and intention toward future involvement in environmental action in student environmental leaders. Of the four variables explored, pre-program levels of environmental attitudes was a significant predictor of environmental action. Additionally, changes in levels of environmental attitudes significantly predicted environmental action, with an increase in environmental attitudes being associated with a decrease in environmental action. Pre-program levels of environmental attitudes and sense of personal responsibility, and an interaction between the two, potentially were predictors of intention toward future involvement in environmental action. Changes in pre- and post-program levels of environmental attitudes, locus of control, and sense of personal responsibility did not significantly predict intention toward future involvement in environmental action, nor did environmental action. Implications for programming and research, in light of the study’s limitations, are discussed.
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