| 1. |
- Andrée, Maria, 1974-, et al.
(författare)
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Inviting the petrochemical industry to the STEM classroom : messages about industry–society–environment in webinars
- 2023
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- This article reports from a study of what messages concerning industry–society–environment are communicated to secondary students when they participate in webinars with representatives from the petrochemical industry. The webinars are conceptualised as part of an arena for governing science education and the messages as companion meanings. Empirically, the study is set in a context of online webinars on the topic of careers in the petrochemical industry. The webinars target students across the European Union (EU). The analysis reveals two main themes of companion meanings concerning what relations between industry–society–environment are communicated: a) the petrochemical industry as safeguarding modern life, and b) the petrochemical industry as essential for the solving of environmental problems. The companion meanings conveyed are not at all neutral but instead a means to influence the attitudes and choices of young people. The themes are discussed in relation to the overall democracy and citizenship aims of education. That the webinars claim to address the topic of careers and that they are part of an initiative sanctioned by a governmental authority (the EU) might contribute to teachers and students lowering their guard in relation to potentially biased messages.
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| 2. |
- Bengtsson, Stefan, et al.
(författare)
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Irony and environmental education : on the ultimate question of environmental education, the universe and everything
- 2023
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 29:4, s. 659-674
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Tidskriftsartikel (refereegranskat)abstract
- This paper seeks to reclaim irony as more than a way of humorously pointing out that the times we live in are out of joint or coming to an end, instead emphasizing its potential as a productive force and method in both educational thinking and teaching practice. By interrogating the educative potential of irony as method and humorous experience in the Bildung-oriented Didaktik tradition, we argue that irony can reveal the tensions and dilemmas of didactic posturing in order to facilitate a productive decentring and self-alienating critique of our anthropocentric predicament in education. It can be difficult to tease out the inherent distance between educational content and its substance in times where educators are caught between crowded curricula and strict testing regimes, but this irony is rarely lost on either pupils or teachers. Irony, we argue, is more than a constant fissure in the efforts to streamline ideas about what constitutes the most efficient didactic approaches. Instead, it could be used as a method to make educative processes attentive to what didactic posturing might be missing and how self-alienation might be a premise of education as formation of the self.
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| 3. |
- Bengtsson, Stefan L., 1978-
(författare)
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Dark pedagogy : Speculative realism and environmental and sustainability education
- 2020
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 26:9/10, s. 1453--1465
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Tidskriftsartikel (refereegranskat)abstract
- This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hyperobjects, the strange stranger, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and object-oriented ontology in particular in order to develop further key concepts and discussions within ESE. Based on inspiration from speculative realism, our conception of a dark pedagogy could strive to: develop an understanding of the hyperobjects and the strangeness of objects of education at the center of ESE. Our conception of dark pedagogy insists on the inherent withdrawnness of the objects at play in ESE, and envisions to develop a sensibility towards eco-, geo-, infra- and chrono-factors in ESE and make explicit the potential educational implications of speculative realisms.
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| 4. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Positioning controversy in environmental and sustainability education
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; , s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content.
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| 5. |
- Bengtsson, Stefan, et al.
(författare)
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Report on the symposium “speculative realism in environmental education and the philosophy of education”
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; , s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- “Speculative Realism in Environmental Education and the Philosophy of Education” was a joint research symposium for the networks on Environmental and Sustainability Education (NW 30) and Philosophy of Education (NW 13), held at the European Conference of Education Research (ECER), 25 August, 2023, in Glasgow, Scotland. The symposium aimed to open up discussion on renewed interest in realisms in the field of philosophy, and what that might mean for education research and the field of environmental education research in particular. As backdrop, environmental education harbours strong democratic traditions as well as recognitions of relationships to a world that is composed by more than human positions and desires. The symposium then forms part of an ongoing discussion of how these positions are understood and intermingle in a rapidly changing world. The expectation of the event was to broaden discussion about the voices present in environmental education, human and otherwise, and sharpen engagement with established traditions within the field. In brief, three paper presentations and discussion by Graham Harman probed questions of: (a) the lightness and darkness of the objects of education, (b) who visibly desires which object in/as education, and (c) the risks of literalisms and correlationalisms in, for example, what is alluring to, and pursued by, educators. In other words, what we care about in and as environmental and sustainability education, what is perceived/treated as peculiar, and what is treated as normal and perverse to the realities of education in the Anthropocene, all matter to the work of speculative realism.
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| 6. |
- Berglund, Teresa, 1976-, et al.
(författare)
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Diversity in views as a resource for learning? : Student perspectives on the interconnectedness of sustainable development dimensions
- 2022
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 28:3, s. 354-381
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was to identify students representing four different, broadly coherent, views on the interconnections between sustainability dimensions, with a specific focus on the role of the economy in SD. Thereafter, focus group interviews were undertaken with the selected groups of students representing the four different views. The findings indicate a diversity of arguments in discussions of SD and the potential that this plurality brings for perspective shifting. Moreover, the economic dimension appears as central to promoting discussions that aim to examine the overall interconnectedness of sustainability dimensions. A further conclusion is that omitting the economic dimension in ESD risks excluding the core of students’ ideas of how SD may be realized.
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| 7. |
- Biström, Elin, et al.
(författare)
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Textbooks and action competence for sustainable development : an analysis of Swedish lower secondary level textbooks in geography and biology
- 2021
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 27:2, s. 279-294
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the affordances and limitations of textbooks for promoting action competence for sustainable development. Based on a content analysis of Swedish lower secondary level textbooks in geography and biology, we investigated how content about sustainable development is organised and formulated, the ways its multidimensional character is described, and how conflicts relating to achieving sustainability are addressed. We found that for both subjects, textbooks provided a fair amount of content about sustainable development, but that relations between its ecological, economic and social dimensions and between different subjects are routinely underdeveloped. We also found that the content about sustainable development obscures complexities and conflicts that are crucial for understanding the challenges involved with achieving sustainability, and taking action. In conclusion, we argue that such textbooks substantially limit the potential for promoting action competence for sustainable development, i.e. through cross-curricular approaches and critically assessing problem-oriented actions at collective and individual levels.
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| 8. |
- Boeve-de Pauw, Jelle, et al.
(författare)
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Teachers' ESD self-efficacy and practices : a longitudinal study on the impact of teacher professional development
- 2022
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 28:6, s. 867-885
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.
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| 9. |
- Bylund, Linus, 1980
(författare)
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Education for sustainable development among rich and poor: didactical responses to biopolitical differentiation
- 2024
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 30:3, s. 419-431
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Tidskriftsartikel (refereegranskat)abstract
- Previous literature informed by biopolitical theory has shown how global education for sustainable development differentiates between populations by assigning different roles, responsibilities, and lifestyles to rich and poor. Taking these arguments as a point of departure, this paper first identifies three different ‘problems’ pertaining to biopolitical differentiation within this literature and then elaborates on potential didactical responses to such problematic differentiation. The suggested didactical responses draw on Judith Butler’s theories of vulnerability, Jacques Rancière’s ideas of a presupposition of equality, and Michel Foucault’s writing on ethics and self-formation. The paper contributes to previous research on biopolitical differentiation in education for sustainable development by suggesting potential didactical responses to the problematics put forth in these works. It also contributes to previous literature on how Butler’s, Rancière’s and Foucault’s theories are relevant to education by relocating the arguments to the context of global implementation of education for sustainable development.
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| 10. |
- Bylund, Linus, 1980, et al.
(författare)
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‘We must urgently learn to live differently’: the biopolitics of ESD for 2030
- 2022
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 28:1, s. 40-55
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Tidskriftsartikel (refereegranskat)abstract
- Recently, the new global policy framework for implementing education for sustainable development (ESD) – ESD for 2030 – was launched officially. Drawing on Foucauldian theory, this paper explores biopolitical elements in ESD for 2030. The paper contributes to previous research on ESD policy by employing a biopolitical perspective, and by highlighting problematic aspects of the framework’s will to include and to adapt to different contexts. The analysis brings attention to the framework’s notions of life and to how different human populations are separated. Furthermore, the analysis of the framework demonstrates how notions of transformative pedagogy, community, and the individual, assume the functions of biopolitical techniques. The findings point to a biopolitical differentiation where rich and poor populations are assumed to need different educational interventions, adapted to their socio-economic contexts, in the global educational policy quest for sustainable development. Ultimately, we consider the potential of Foucauldian ethics as an affirmative alternative to the current mode of biopolitical differentiation in global ESD policy
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