| 1. |
- Becker, Per, et al.
(författare)
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The System for Crisis Management in Sweden: Collaborative, Conformist, Contradictory
- 2017
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Ingår i: Handbook of Disaster Risk Reduction and Management. ; , s. 69-95
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Bokkapitel (refereegranskat)abstract
- This chapter introduces the system for crisis management in Sweden. Over the last century, Sweden has gone from being a poor European backwater to being among the countries with the highest human development in the world. The droughts and harsh winters that killed thousands and drove numerous Swedes to emigrate in the past are mere distractions today and the contemporary system for crisis management is designed to deal with a broader variety of crises than the ones triggered by natural hazards. The system is based on the principles of responsibility, parity and proximity, and distributes sector and area responsibility for crisis management to numerous actors. It is built to a great extent on collaboration between these actors, which is challenging but working relatively well in the cultural context of consensus-seeking and compliance to official guidelines and accepted rules of engagement. However, the system is in itself ambiguous in the sense of distributing responsibility to all kinds of actors and then focusing almost exclusively on public actors in legislation, guidelines and practice. There is also often a gap between policy and practice concerning how area responsibility is exercised, and a lack of clarity in current sector specific legislation.
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| 2. |
- Nordén, Birgitta, et al.
(författare)
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Sustainable development through global learning and teaching
- 2012
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Ingår i: Handbook of sustainability managment. - : World Scientific Publishing. - 9789814354813 ; , s. 379-401
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Bokkapitel (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. 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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