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Transdisciplinary teaching for sustainable development in a whole school project
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0001-9613-8132
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 5, p. 663-677Article in journal (Refereed)
Abstract [en]

The study investigates the transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The purpose was to analyse and describe variations in how nine teachers in different subject matters experienced collaborative teaching in the context of a whole school educational development project. A total of 27 semi-structured interviews were conducted and analysed using phenomenographic method and contextual analysis. Two main approaches to transdisciplinary teaching were identified among the teachers: one where teachers contributed but struggled with transdisciplinarity, and the other where they displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in the transdisciplinary framework. However, they also experienced tensions between their resources and capabilities, and the challenges they faced in the project.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 24, no 5, p. 663-677
Keywords [en]
Transdisciplinary teaching approaches, Deep approaches to learning, Education for sustainable development, ESD, Teacher collaboration, Motivation
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:mau:diva-3826DOI: 10.1080/13504622.2016.1266302ISI: 000427553000003Scopus ID: 2-s2.0-85001930621Local ID: 21861OAI: oai:DiVA.org:mau-3826DiVA, id: diva2:1400635
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
In thesis
1. Learning and teaching sustainable development in global-local contexts
Open this publication in new window or tab >>Learning and teaching sustainable development in global-local contexts
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to develop knowledge of teachingand learning sustainable development in global–local contexts. Theresearch field is global learning for sustainable development (GLSD).Phenomenographic approach and contextual analysis were used asmethods of analysis, and data was collected by Semi-structuredinterviews at secondary and upper secondary schools in Sweden.In Study I, a strategic and systematic literature review was conductedof recent trends and critique to the dominating rhetoric on policy levelconcerning global education and global learning on sustainabilityissues. The complexity represented in GLSD is of global interest toface current challenges. The global–local context and the process forglobal learning were characterised by the learner’s perspective andself-efficacy. The variation of ways in which contextual features wererevealed, affected how participants experienced their own learningglobal learning space. In Study II, empirical investigations were conducted of students’,teachers’, and head teachers’ conceptions of implementation of GLSD.Results indicate that critical knowledge capabilities were needed toact towards sustainability globally. Critical knowledge capabilitiesdeveloped in the processes were to take command and collaborateas a team. Capabilities that were identified as necessary but whichhad not been sufficiently developed were to be prepared, act in atransdisciplinary manner and lead for holistic understanding in thelearning process. Critical knowledge capabilities to handle complexknowledge were characterised by volition, self-directed learning, andknowledge formation. In Study III, a re-analysis was conducted of the data from StudyII. The results shed light on pertinent transition skills in GLSD:(I) transdisciplinary action via knowledge formation in actualpractices, (II) democratic collaborative action via processes ofunderstanding, respectively (III) self-directed learning and independentinitiative. These transition skills, enabling young people to beprepared for unpredictable changes, were perceived as key featuresin developing young people’s capability in an uncertain world. Theydeveloped worldview understanding, and advanced transformationcompetencies including critical reflections upon questions of currentnormativity. In Study IV, collaborative and transdisciplinary teaching with aglobal–local perspective was investigated in a study with teacherscommitted to global learning and sustainable development at anupper secondary school. Two main transdisciplinary teachingapproaches of GLSD were distinguished: Contributing: Assist andTake Part respectively Ownership: Possess and Reconceptualise.The contributing approach was divided into the sub-categories: (I)Disheartened, (II) Supportive, and (III) Complementing teachingapproaches; while the ownership approach comprised (IV) Decisive,and (V) Multi-dimensional teaching approaches. Various dimensions of the results appeared to be relevant forsustainability teaching and learning in global–local contexts, whenconnections between the studies were analysed in relation to the contextand the overarching aims of the thesis. Through transdisciplinaryteaching deep approaches to learning can be developed and Globalteaching for sustainable development (GTSD) could be advanced.Individual and collaborative learning characterised by selfdetermination,responsibility, and social readiness leading to actionemerged as key aspects At a global–local level, there is a growing need to develop competenciesand capabilities for transitions towards sustainability. Conflicts andclimate change are drastically increasing the number of displacedpeople who need transnational education on proactive preventivestrategies, as well as develop to critical knowledge capabilities that can be useful across numerous contexts and in the face of changingcircumstances. Increasingly, also young people need to manage theirown learning processes in self-directed learning, regardless of wherethey are physically or may move in their lifetimes. As established socialstructures struggle to address global challenges, people across theplanet need to be able to organise themselves and to take initiatives.

Place, publisher, year, edition, pages
Malmö högskola, Fakulteten för lärande och samhälle, 2016. p. 134
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 77
Keywords
Contextual Analysis, Critical Knowledge Capabilities, Deep approaches to learning, Deep approaches to teaching, Education for Sustainable Development, ESD, Environmental and Sustainabilty Education Research, ESER, Global classrooms, Global learning, Global eduction, Global - local contexts, Global Learning for Sustainable Development, GLSD, Global teaching and learning, Phenomenography, Sustainable Development, SD, sustainability, Teaching Approaches, Transdisciplinary Teaching, Transitions, Transnational education, Online learning, Transnational learning
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-7579 (URN)20501 (Local ID)9789171046253 (ISBN)9789171046260 (ISBN)20501 (Archive number)20501 (OAI)
Note

Paper IV in dissertation as mansuscript.

Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-03-16Bibliographically approved

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Nordén, Birgitta

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