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  • 1.
    Lundegård, Iann
    et al.
    Stockholm University.
    Hasslöf, Helen
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Antropocen och utbildning: direkta naturmöten och demokratiska processer2022Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, nr 3, s. 54-72Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Allt oftare omnämns att planetens tillstånd befinner sig i en ny tidsepok; Antropocen – människans tidsålder. Förutom den geologiska lydelsen pekar tillståndet även på det paradigmskifte i tänkande mänskligheten nu befinner sig i. Vår färdväg definieras som alltmer akut ohållbar. Från ett samlat vetenskapssamhälle framförs nu nödvändigheten av att på kort tid åstadkomma omvälvande förändringar, i en omfattning vi tidigare inte skådat. I det sammanhanget lyfts också ofta utbildningens centrala roll. I den här artikeln lutar vi oss främst mot den franska filosofen Bruno Latours resonemang om de konsekvenser antropocen har för människans behov av relationsskapande och tillhörighet. Eller formulerat som en utmaning att konfronteras med i undervisningen: Hur kan undervisningen skapa relationer med ”det mer än mänskliga” där människan utgör en integrerad del i biosfärens levande och materiella processer? Med hjälp av tre konkreta exempel från två skolor och med teori och analytiskt fokus hämtat från pragmatiska perspektiv på kommunikation, utforskar vi Latours efterfrågan av ”The terrestrial”. I den argumentativa texten visar vi hur detta kan identifieras i termer av öppna naturmöten, i relationsskapande och i demokratiska processer, vilka synliggör hur vi människor är sammankopplade med biosfären. I artikeln pekar vi också på några didaktiska riktningsgivare vilka kan vara till hjälp för lärare att skapa en undervisning som möjliggör för det omedelbara naturmötet, öppnar för det relationella utrymmet och stödjer genomlevandet av demokrati som en form av liv. 

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  • 2.
    Hasslöf, Helen
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Truth, Trust and Temporality: climate communication in times ofemergency2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Truth, Trust and Temporality: climate communication in times of emergency

     

    Introduction

    The importance of climate education is increasingly emphasized in relation to the addressed social transformation (IPCC, COP 26). There is a pronounced need for new ways to communicate climate issues and science to invite creative ways of thinking, and new stories of the future. Hence, there is a need to study how climate change takes shape in different contexts and groups, to better understand how environmental sciences are used in climate communication (Corner, et.al. 2017).  An interesting entrance to this, is how social movements of environmental activists communicate about the climate crises.  Since 2018 new social movements of activists addressing the climate and ecological crises has rapidly grown (e.g. Friday For Futures, and Extinction Rebellion “XR”). This study rests on the assumption that the different ways we live and act, also relates to what we know and how we experience the world around us. With inspiration of Barad’s (2007) Agential Realism this study explores discourses of phenomena through “agential cuts” by applying a diffractive analysis to actions of XR.

     

    Research Questions

    How may agential cuts make nourishing understanding of new ways in communication of climate and social change, from a grassroots movement as Extinction Rebellion?

    o   In what way might these results inform and be relevant to formal education?

    Methodology

    Creating knowledge about the climate crises involves more than education of natural and social sciences. This means being attentive to the ways in which our knowledge and the material dimensions of the world around us, the social orders we live by, and the normative values we share are all intertwined (Barad, 2007). In a diffractive analysis it is the relational result that are of interest.  Accordingly, exploring agential cuts involves looking for contrasts and connections, and is not about representation or classification. Barad (2007) points out that, close attention is paid to detail in a diffractive analysis, to the intra-actions and to the possibilities for new ideas to evolve. The empirical data consists of texts, interviews, course material and field observations from XR's actions during 2021, collected with respect to the ethical principles of research.

     

    Findings

    The initial findings discuss how generative agential cuts through phenomena as; “time”, “truth” and “trust”, create assemblages of different understanding. As an example, time generate different meaning of the urgency or emergency of climate change due to temporalities of time. Anthropocene, term of office government, planetary boundaries, tipping points are some of these temporalities giving different meaning of the climate crises in relation to truth and trust.

     

    Conclusion & Recommendation for theory and practice

    How we allow ourselves to see the world in new ways can be crucial in creating opportunities to address the challenges posed by climate change. Attention of how we understand the world, may create attention of values, inspiration, and visions to create new stories for the future.

     

    References

    Barad, K. (2007). Meeting the universe halfway: Quantum physics and the

    entanglement of matter and meaning. Durham, NC: Duke University Press.

    Corner, A., Shaw, C. & Clarke, J. (2017). Communicating Environmental and Sustainability Science - Challenges, opportunities, and the changing political context. A Knowledge Report for Mistra. Oxford: Climate Outreach.

    Haraway, D. (2017). Staying with the trouble. Making Kin with the Chthulucene London: Duke University Press.

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  • 3.
    Yavuzkaya, Merve
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hasslöf, Helen
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Sjöström, Jesper
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Chemistry Education Out of the Box in Times of Uncertainty: Pre-service Teachers’ Views2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The Anthropocene makes visible the global challenges we are facing by highlighting the state of the planet, the human impact on Earth systems, and our unsustainable ways of living. Considering chemistry and chemistry education in relation to the Anthropocene provides an opportunity to challenge and rethink chemistry education. We utilized the concept Bildung towards self-determination, participation, and solidarity, which takes students as active participants in public debates in the process of democracy. In this study, we turn to pre-service teachers as a part of this rethinking process since such attempts start with teachers, even with teacher training. In this study, we utilize the transdisciplinary perspectives of pre-service upper secondary Science Studies teachers and aim to investigate their views on why, what, and how to teach in and about chemistry in relation to the Anthropocene. Focus group interviews were conducted with three groups of participants. Initial findings of thematic analysis revealed the themes, such as, teachers as citizens, the Anthropocene and transdisciplinarity, possible obstacles while integrating the Anthropocene in chemistry lessons.  

  • 4.
    Yavuzkaya, Merve
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hasslöf, Helen
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Sjöström, Jesper
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Reconceptualizing Chemistry Education in the Anthropocene2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Given the state of our planet in relation to human impact on the nature, the Anthropocene makes visible the global challenges we have been facing and unsustainable ways we are living in. Even though the scientific work in relation to Anthropocene is highly dependent on chemistry concepts, chemistry education is weakly connected to environment, society, nature and philosophy of science in its current state. Instead, instructional approaches still tend to introduce fundamental chemistry concepts in a quite isolated way. Even though there seems to be an increase in context-based approaches, there is a strong need for ecological, ethical, and philosophical framing. This contribution is based on a developing PhD project, which aims to reconceptualize chemistry education in the Anthropocene. In order to address this aim, several studies are being developed. One of these studies focuses on science teachers’ views on teaching and didactic questions in relation to the Anthropocene. In this contribution, preliminary findings will be presented. 

  • 5.
    Yavuzkaya, Merve
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hasslöf, Helen
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Sjöström, Jesper
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Chemistry Education in the Anthropocene2020Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Over several decades, there have been many calls to transform chemistry education in order to promote learning and engaging students in chemistry. For example, conceptual understanding research gave its place to developmental approaches, namely, learning progressions. However, a lot of researchers stated the need for context-based approaches to make chemistry education more meaningful and relevant for students. Socio-scientific issues (SSI) oriented chemistry education, for example, can be considered as a contextual framing. However, this approach tended to offer more things to know, instead of providing a context for the students to engage in critical discussions about ecological, economic, and societal dimensions (Gilbert, 2016) of chemical pursuits. In consequence, this contribution aims to provoke a discussion on how chemistry education can be reframed in the Anthropocene and problematize systems thinking as a way of the Anthropocene aware chemistry education. It is argued that there is a need for rethinking chemistry education in the complex societies stemming from a noticeable human impact on chemical, biological, and geological systems in the Earth (Mahaffy, 2014). Acknowledging that human factor is responsible from the changes in the Earth systems more than before, we are being driven to an uncertain and a complex future (Guyotte, 2020; Stratford, 2019). Considering the role of chemistry in the global challenges, chemistry education is suggested to adopt a humanized approach including the role of human activity, socio-scientific issues, benefits-costs-risk analysis of chemical activities, e.g. by utilizing a cross disciplinary approach (Zowada et al., 2019). In addition, involving in chemical pursuits as scientists or citizens, requires taking quality of life and preserving environment into consideration (Sjöström & Talanquer, 2018). 50 In this presentation, systems thinking is problematized as a way of addressing global challenges through chemistry education and conceptualized as a way of acting on material world through sustainability perspective and decision-making processes (Mahaffy, Matlin, Whalen, & Holme, 2019). It is aimed to develop knowledge through the questions which living in a complex, uncertain era made visible: How can chemistry education be reconceptualized in the Anthropocene? How can systems thinking be infused in chemistry education?

  • 6.
    Zeyer, Albert
    et al.
    Department of Health Professions, Bern University of Applied Sciences, Bern, Switzerland.
    Álvaro, Nuria
    Departamento Didáctica CC. Experimentales y Sociales, Universitat de València, Valencia, Spain.
    Arnold, Julia
    Centre for Science and Technology Education, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Muttenz, Switzerland.
    Benninghaus, Christian
    Department Biology Education, IPN – Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany; Geography Education, Universität Hamburg, Hamburg, Germany.
    Hasslöf, Helen
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Kremer, Kerstin
    Department Biology Education, IPN – Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany.
    Lundström, Mats
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Mayoral, Olga
    Departamento Didáctica CC. Experimentales y Sociales, Universitat de València, Valencia, Spain.
    Sjöström, Jesper
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Sprenger, Sandra
    Geography Education, Universität Hamburg, Hamburg, Germany.
    Gavidia, Valentin
    Departamento Didáctica CC. Experimentales y Sociales, Universitat de València, Valencia, Spain.
    Keselman, Alla
    National Library of Medicine, National Institutes of Health, Bethesda, MD, United States.
    Adressing complexity in Science|Environment|Health pedagogy2019Ingår i: Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference / [ed] Eilish McLoughlin, Odilla E. Finlayson, Sibel Erduran, Peter Childs, Springer, 2019, s. 153-170Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts – a core issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The “art of decision making” in complex contexts is to take scientific knowledge into account, but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may motivate many students for science learning and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and uncertainty and to empower them for wise decisions about societal and personal well-being.

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  • 7.
    Hasslöf, Helen
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Lundegård, Iann
    In-Between Chapter: The Political in Science Education in Cultural, Social, and Political Perspectives in Science Education2018Ingår i: Cultural, Social, and Political Perspectives in Science Education: A Nordic View / [ed] Kathrin Otrel-Cass, Martin Krabbe Sillasen, Auli Arvola Orlander, Springer, Cham , 2018, s. 69-74Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Science and technology have been of crucial importance for the development of humanity. Throughout history, new knowledge and technological innovations have made it possible to raise the standard of living for new generations in different parts of the world. However, this has also led to an unfortunate acceleration in the use of the world’s natural resources. Nevertheless, scientific and technological findings are often promoted as the drivers of development in our societal and economic systems.

  • 8.
    Sjöström, Jesper
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundström, Mats
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Relations and responsibility in pre-service science teachers' talk about nanotechnology education2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study was made in connection to Teacher Development Programmes (TPD:s) within the EU-financed project PARRISE. The overarching context of PARRISE is Socio-Scientific Inquiry Based Learning (SSIBL) (Levinson, 2016), which addresses contemporary problems of Science-Technology-Society-Environment-Health (STSEH) issues. It is important to recognize that there are many diverse actors, stakeholders and perspectives, and consequently many different orientations of STSEH education. SSIBL is based on three approaches often independently pursued in schools: Inquiry Based Science Education (IBSE), Socio-Scientific Issues (SSI) and Citizenship Education (CE), and the overall umbrella is Responsible Research and Innovation (RRI) (Levinson, 2016). The chosen theme of these TPD:s with pre-service upper-secondary general science teachers was nanotechnology, the engineering of systems at the molecular or nanoscale level. While nanotechnology offers new products which can benefit many, there are also many possible risks both to health and the environment. Therefore it is an example of a complex SSI, characterized by risk, uncertainty, ignorance and indeterminacy, but also possibilities (Fensham, 2012). There are many complex relations both between human and non-human entities. We are interested in the teacher identity of pre-service science teachers after the TPD and their thoughts about implications for their teaching practice. We study how they talk about nanotech education and will analyze the interview material using a theoretical framework based on reflexive Bildung and Vision III of science education (Sjöström & Eilks, 2017; Sjöström, in press). These ideas can be used as an educational-philosophical framework of SSIBL.

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  • 9.
    Lundström, Mats
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Sjöström, Jesper
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Responsible Research and Innovation in Science Education: The Solution or The Emperor’s New Clothes?2017Ingår i: Sisyphus : Journal of Education, ISSN 2182-9640, Vol. 5, nr 3, s. 11-27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The European Commission has for the past 10 years emphasised the importance of “Responsible research and innovation” (RRI). RRI is an approach that anticipates and assesses potential implications and societal expectations with regard to research and innovation, with the aim to foster the design of inclusive and sustainable research and innovation. Despite efforts to support RRI projects, however, little attention has been given to RRI in science education and science education research over this period. This article problematises the concept RRI and its relation to some of the key concepts in science education, comparing and discussing it in relation to scientific literacy, nature of science and socio-scientific issues. The meeting between scientists and students is emphasised as a key issue to address, if RRI is to be regarded as an important part of science education.

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  • 10.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundström, Mats
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Sjöström, Jesper
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Science and technological innovations as drivers for educational change: Teachers' perspectives of an inquiry-based project into the unknown2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study started in connection to two similar parallel on-going Teacher Development Programs (TPDs) in Sweden, within the PARRISE-project (2014-2017). It is a project funded by EU, where 18 universities from eleven countries cooperate to explore and develop ways to address political and ethical questions in science education, with starting point from Responsible Research and Innovation (RRI), embracing the SSIBL framework (cf. Levinson 2016). Preliminary results shows how teachers from the TPDs formulated mutual and competing aims concerning the role of science education regarding how to address the knowledge base of science in relation to new relatively uncertain areas. This is done in relation to innovation processes and their products as for example nanotechnology. Critical thinking and awareness of ignorance were formulated as important tools for a scientific literacy discourse of a more humbled view of knowledge production, connected to science research and innovation, and identifying conflicting interest from different actors.

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  • 11.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundegård, Iann
    Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden.
    Malmberg, Claes
    School of Teacher Education, Halmstad University, Halmstad, Sweden.
    Students' qualification in environmental and sustainability education-epistemic gaps or composites of critical thinking2016Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 2, s. 259-275Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In an 'age of measurement' where students' qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers' articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of 'qualification as to be critical' is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates 'matter of facts' towards 'matter of concerns'

  • 12.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundegård, Iann
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Teachers as agents for social change? Myths and Subject positions in transformative sustainability education2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In educational practice there is an ongoing discussion, about social change in relation to sustainability (Ferreira 2013; Jickling & Wals 2008, 2013; Laessö 2010). When our contemporary way of living is declared as unsustainable, and education is put to make a ‘social change’ towards a more ‘sustainable living’, we interpret this from a discourse theoretical view as the educational system becomes dislocated in the attempts of interpret this new order to strive for (Laclau & Mouffe 2001; Laclau 1990). In this state, new articulations develops to interpret how to make a new structure to stabilise the new order. Social change does not have any inherent meaning per se, it becomes formulated through its contextual use in practice. Therefore we find it fruitful to gain empirical knowledge of how teaching for ‘social change’ can be articulated in relation to sustainability. More specifically, we have formulated the following research questions as: - Which subjects positions among teachers can be identified in ESD discourses of social change? - Which 'myths' of social change can be identified in ESD discourses? By using theoretical frameworks of Laclau and Mouffe and Biesta, we identifies teachers’ subject positions and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Discourse theory, analysing teachers discussions To analyse how 'social change' (re)articulate desirable aims in educational practice, we start from teacher discussions. The analyses focus articulations where students are supposed to act in relation to sustainability. Through the central meaning of those articulations, new spaces of representations are opened where it becomes possible to legitimate actions as natural, in the light of this new order (myth). In this study we have been able to identify three struggling ESD-discourses of ‘social change’, comprising desirable teacher-specific-positions and emerging myths of ‘social change’. twenty teachers in total were selected and divided into five groups which consisting of three to six colleagues in each group. The participants were science and social science teachers in secondary and upper secondary schools in Sweden. The chosen schools were either certified ESD-schools or actively involved in projects concerning sustainability. Each group discussion, which lasted about an hour, were recorded and transcribed. The result shows how the teacher is simultaneously identified in three struggling positions; the rational subject as a neutral conductor; the responsible subject as a role model or the reconstructing subject as a reconstructor. This depending on how schooling, socialisation towards sustainable lifestyles and political and ethical perspectives are identified as aims and educational functions (Biesta 2009), to formulate the myth of ‘social change’ in ESD. This has implications on how to acknowledge ‘social change’ as mainly being a process to empower students for ‘right’ choices or to uphold ‘social change’ as a way for students to explore new interpretations of a more sustainable living, to develop as political subjects (c.f. Lundegård & Wickaman 2012).

  • 13.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Critical thinking as room for subjectification in Education for Sustainable Development2015Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 239-255Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.

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  • 14. Bengtsson, Stefan
    et al.
    Östman, Leif
    Sund, Per
    Andersson, Pernilla
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Nordén, Birgitta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Manni, Annika
    Sund, Louise
    Stagell, Ulrica
    Andersson, Kristina
    Ottander, Katarina
    Ignell, Caroline
    Mind the gap! Moving from awareness to action: Showcasing emergent research from the Swedish Graduate School in Education for Sustainable Development (GRESD)2015Ingår i: Abstract list of WEEC 2015, WEEC , 2015, artikel-id 409Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Introduction: The main purpose of the symposium is to showcase some recent research findings produced by PhD students accepted by or affiliated with the Swedish Graduate School in Education for Sustainable development (GRESD). Objectives: GRESD started as a state sponsored one-time research capacity development project that accepted 9 post-graduate student and included additional 9 post-graduate students all focusing on ESD in their PhD projects. With the project coming to an end and having produced a number of dissertations targeting an international research audience, it is the intention to showcase some of the central contributions made and to receive feedback on from practitioners and researchers on how existent research projects can tie into and contribute to existent demands in environmental education (EE) practice and practice. The presentations of research results are aimed to cover a wide range of issues, including topics such as evaluation of classroom practices, students qualifications, globalization and teachers’ ethical reflections the role of place-specific artifacts in learning. As GRESD is a collaboration between eight universities with their specific traditions and approaches to educational research, approaches show a creative variety of theoretical backgrounds. This variation is also reflected in the presentations that are putting into play Lacanian psychoanalysis, discourse theory, pragmatist theory and phenomenography in order to shed new light on critical areas of environmental education. Methods: The symposium will consist of an introduction (10 minutes) brief presentations (10-15 minutes each) of central research findings in the context of their overarching research projects, followed by a synthesis and suggestions by a selected commentator (20 minutes) and general discussions with the audience (20 minutes). The dialogue following the presentations is intended to outline possible future research projects as well as emerging areas topics in the portrayed GRESD research that could feed into existing demands in EE practice and research.

  • 15. Hasslöf, Helen
    Teachers as agents for social change? Subject positions from a transformative perspective of sustainability2015Manuskript (preprint) (Övrigt vetenskapligt)
  • 16.
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    The educational challenge in "education for sustainable development": qualification, social change and the political2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis explores how Education for Sustainable Development (ESD) as an overarching perspective makes meaningof educational aims and purposes. Sustainable development, as a concept, is by necessity complex, and deals withintegrated dimensions of environmental, social-cultural and economic sustainability. It involves a diverse range ofembedded values and ideologies and calls for engagement in value-related and political issues relating to environment,equality and lifestyle. In my thesis, I have turned to the actors in social practice who are set to realise the educationalperspectives of ESD – the teachers. Accordingly, the analyses departure from secondary and upper secondary schoolteachers’ reciprocal meaning-making when discussing the desirable aims of teaching and ESD. Building upon previouseducational research, the thesis has three purposes, and the results are presented in four articles. The results of thestudies bring new empirical knowledge and perspectives to educational research and practice, by adding furtherunderstanding of the political and democratic dimensions of ESD.The first purpose is to investigate and describe the complexity of the concept of sustainable development from a conflictperspective and to analyse meaning-making discussions of sustainability in an educational context. This is elaborated inthe first study (Article I). To achieve this, a Conflict Reflection Tool (CRT) has been developed, by combining theconflicting dynamics of sustainable development with dialogic and univocal functions of speech. In the included casestudy, the CRT analysis of teachers’ discussions shows how fact-based, univocal science utterances closed thediscussion for conflicting perspectives to emerge. However, conflicting views did emerge and were re-valued in adialogic genre through the interplay of different dimensions of sustainability and different societal levels of conflicts.The second purpose is to investigate how the desired aims of ESD are (re)articulated in areas of educational tension inorder to make particular meaning by teachers with experience in ESD practice. Three complex ESD areas are in focus,namely, the development of students as political subjects (Article II), qualification in relation to ESD (Article III), andeducation for social change in relation to ‘sustainable’ living (Article IV). In each of these areas, the functions ofqualification, socialisation and subjectification (c.f. Biesta) are relationally analysed to further problematise educationalpurposes. Through analyses with inpiration from discourse theory, the results show in Article II the emerging discourse ofcritical thinking as room for subjectification where students were invited to be adressed as political subjects. This discoursewas articulated in struggle with the aims of qualification and socialisation, i.e. challenged by elements articulating a morescientific and rational worldview. Article III shows three discourses of qualification. Of these three, scientific reasoningand awareness of complexity are articulated as contrasting epistemological discourses of qualification. However, in thethird discourse, qualification as critical thinking, these different epistemological views are articulated as intertwined asdifferent ways to view sustainability. Article IV shows how the teachers struggle between three positions: the rationalsubject, as a neutral conductor; the responsible subject, as a role model, or the reconstructing subject, as a reconstructor.The overlapping positions depend upon how socialisation towards sustainable lifestyles, political and ethical perspectivesare identified in relation to the educational aims and the emerging myths of social change.The third purpose is to develop analytical methods where conflicting articulations of environmental issues andsustainability are taken into account based on language and discourse theory for conducting empirical investigations ofmeaning-making.

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  • 17.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Lundegård, Iann
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    The role of education in transition towards a more sustainable world2015Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Within this conference’s overall focus on ‘Education and transition’, the network on Environmental and Sustainability Education Research (ESER) raises the question what research tells us about education’s role in building a more sustainable world. The proposed symposium will address this key issue in ESE research, thereby combining varied research focusses and national perspectives (Sweden, Denmark and Belgium) and paying particular attention to educators’ role in facing the challenges involved. The role of education in tackling societal problems is the subject of an ongoing scholarly discussion since such problems are often translated into issues that need an ‘educational solution’ (Simons and Masschelein 2006), pre-eminently in the context of sustainability issues (Postma 2004; Van Poeck et al. 2014). A sustainable world emerges then as a challenge that can be met by learning the proper solutions, desirable attitudes, correct behaviour, necessary competences, etc. Policy-makers as well as scholars argue for ‘learning our way out’ of unsustainability (Finger and Asún 2001) and for ‘transformative learning’ (Jackson 2011). However, critics argue, sustainability issues cannot be approached as if they were solely a matter of more or better education (e.g. Biesta 2012). Considering that these issues are often very uncertain and controversial (both in factual and normative terms) and drastically affect our planet and its inhabitants it is argued that, first and foremost, sustainability issues raise democratic challenges. Thus, research about education’s role in building a more sustainable world often addresses questions of democratic thought (e.g. Lundegård and Wickman 2012; Sund and Öhman 2014) and ESE practices reveal a certain entanglement of educational and political/democratic processes. The proposed symposium focusses on this ‘intersection of politics and pedagogy’ (Biesta 2012) in the light of sustainability challenges. In doing so, we explicitly aim to move beyond a dichotomist view on the tension between a (‘committed’ and ‘instrumental’) solution-oriented versus a (‘detached’, ‘idealistic’ and ‘relativistic’) democracy-oriented approach to ESE. In order to nurture the debate on this issue, we focus on what actually takes place in diverse educational settings and on the crucial role of educators in this respect. Highlighting different aspects of this common research interest and bringing together varied national perspectives, the contributors aim to progress the theoretical conceptualisation of education in relation to sustainability transition as a process in which the political and the pedagogical are intertwined. Hasslöf, Lundegård and Malmberg elaborate on ‘social change’ in ESD from a teacher perspective. Using theoretical frameworks of Laclau and Mouffe and Biesta, they identify teachers’ subject positions (as rational subject, responsible subject and the reconstructing subject) and emerging ‘myths’ through analyses of articulations in teacher colleagues discussions of important aims of sustainability in relation to ESD. Læssøe and Van Poeck focus on how ‘change agents’ in non-formal educational settings affect the kind of educational processes that can emerge within practices pursuing a more sustainable world. Drawing on empirical analyses, they reveal the diversity of roles change agents can play and put forward an ideal typology. Connecting the latter to educational theory (metaphors of learning, functions of education) and theories linking social dynamics and social learning, the authors elaborate on how change agents face entangled political and pedagogical challenges within non-formal educational settings. Östman, Håkansson and Van Poeck depart from the re-born interest in the political dimension of ESE and investigate possibilities and risks involved in introducing the political in pluralistic ESE practice. Drawing inspiration from Mouffe’s theory of the political and Dewey’s pragmatist theory, they empirically analyse diverse educational settings. They identify situations that could be educative depending on how the educator acts and conceptualise how a pluralistic and a political dimension come together in in ESE practice.

  • 18.
    Hasslöf, Helen
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Ekborg, Margareta
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Malmberg, Claes
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Discussing sustainable development among teachers: an analysis from a conflict perspective2014Ingår i: International Journal of Environmental and Science Education, ISSN 1306-3065, Vol. 9, nr 1, s. 41-57Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Education for Sustainable Development has been discussed as problematic, as a top down directive promoting an ―indoctrinating‖ education. The concept of the intertwined dimensions (economic, social-cultural, and environmental) of sustainable development is seen both as an opportunity and as a limitation for pluralistic views of sustainability. In this paper we study possibilities that allow different perspectives of sustainability to emerge and develop in discussions. We focus on the conflicting perspectives of the intertwined dimensions in some main theoretical models in combination with the use of Wertsch’s function of speech framework to construct a conflict reflection tool. As an illustrative case, we apply this conflict reflection tool to an analysis of a discussion among seven secondary school teachers on climate change. The results in this particular example show the dynamics of speech genre and content in developing different perspectives. We conclude our paper with a discussion of the conflicting view of the integrated dimensions of sustainability in relation to an agonistic pluralistic approach, and we consider its relevance in an educational context.

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  • 19.
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Qualified to Question?: Discussing Education for sustainable development2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Questions of sustainability give challenges to education. What does this perspective mean to the purpose of education? The relation between knowledge, politics and ethics is complex and sensitive (Lundegård and Wickman, 2007; Rudsberg and Öhman, 2010; Scott and Gough, 2003). This paper is a part of a PhD thesis. The overall aim of my thesis is to problematize how different goals of education for sustainable development (ESD) as social change, qualification and development of personal opinions, are interrelated and articulated in teachers’ discussions about education and sustainability. The challenge of sustainable questions in relation to the aims of education is problematized. In this paper the question of how teachers articulate qualification in relation to other goals is in focus. In the international policy discourse on ESD, issues of sustainability are mainly seen as matters of individual learning and processes of social change, framed as a challenge for individuals to develop the proper knowledge, behaviour and competences. (Van Poeck & Vandenabeele 2012; Biesta 2004; Simson and Masschelein 2010). However, to translate education into a process of qualification and of teaching people how to behave as active participants in a democratic society is not unproblematic (Van Poeck &Vandenabeele 2012; Jickling and Wals 2008). To be able to problematize this further, examples from social practices are used, where teachers in discussions with colleagues develops what they see as important in ESD. In a related study in my thesis (Hasslöf & Malmberg, in manuscript) the teachers articulated critical thinking as an emerging key competence. A broad definition of critical thinking revealed with different and interfering goals. In this paper the aim is to view those articulations of critical thinking in relation to how “qualification” is articulated in relation to other aims as subjectification and socialisation. The following research question is posed, with a special focus on “qualification”: • In what way are the teachers articulating critical thinking in relation to different functions of education, when discussing education and sustainability? The analyses builds upon the distinction Gert Biesta (2009) makes between three different functions of education. He refers to three functions as qualification, socialization and subjectification. According to Biesta (2009) the three functions are mutually affecting each other in education. But when we discuss our purpose of education -i.e. what makes up a good education- it is of importance to distinguish the three functions. The function of qualification refers to how knowledge, skills and understanding allow students to “do something”, the contribution education makes to development and growth and for political and cultural literacy. Through its socialising function education inserts individuals into existing ways of doing and being. Socialisation serves to introduce newcomers into particular social practices, to become parts of existing ‘orders’. Subjectification on the other hand has to do with the uniqueness of humans. It is a way to express agency and” independence” to the orders of a community. The function of subjectivity is addressing the issue of how to become a subject of action and responsibility for another being. In this paper the meaning making of qualification is in special focus. To analyse this meaning making process, tools from discourse theory is used.

  • 20.
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Discussing Education for Sustainable Development among Teachers: The challenge of subjectification2013Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Research on education for sustainable development (ESD) put forward the complex and conflicting views of sustainable questions. The uncertainty and complexity of the future, and the many different cultural contexts makes a dynamic approach desirable. Pluralism is often put forward as a means of handling ‘competing visions of the truth’ and to take different opinions, knowledge and conflicting views into account in ESD (Breiting, Mayer, and Mogensen, 2005; Jensen and Schnack, 1997; Lundegård and Wickman, 2007; Rudsberg and Öhman, 2010; Scott and Gough, 2003; Öhman, 2006). The aim with my study is to reveal teachers’ repertoires for creating opportunities to challenge students’ thoughts and ideas in issues connected to ESD. The paper departs from the distinction Gert Biesta (2009) makes between three different functions of education. He refers to three functions as qualification, socialization and subjectification. The function of qualification has to do with the domain of knowledge and skills and how students may become more qualified through e.g. learning fact about issues in ESD. Socialization is connected to the many ways we becomes a part specific social, cultural and political order of a community, and are connected to ones identity and ways of acting. The function of subjectification can be understood as a counterforce to socialization. It is not about introducing newcomers to be participators in a community. Rather it is a way to express agency and independence to the orders of a community. How these functions of education are interrelating and in tension when teachers discuss the teaching of ESD, is the focus of the research questions of this study. • In what way are the teachers expressing empowering opportunities for students to challenge their views (subjectification) of sustainable issues? • In what way are the educational functions of qualification, socialisation and subjectification interrelating in teachers’ meaning-making of education for sustainable development, and how could this be interpreted in relation to a pluralistic approach of sustainability? In this study (in progress) teachers’ reflection on ESD, is analysed to problematize the tension between subjectification (becoming a subject), qualification (knowledge, skills and dispositions) and socialisation (become members of and part of particular social, cultural and political ‘orders’) – as defined by Biesta (2009)

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  • 21. Axelsson, Harriet
    et al.
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Ib Cruys-Bagger, Sören
    Persson, Lars
    Wickenberg, Per
    Lärcirklar i Öresundsklassrummet.2013Ingår i: Education and Sustainability, ISSN 2013-5726, nr 6: Specialnummer Sverige/Danmark, s. 38-39Artikel i tidskrift (Övrigt vetenskapligt)
  • 22.
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Discussing Education for Sustainable Development among Teachers: the tension between qualification, socialisation and subjectification2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper the tension between qualification, socialisation and subjectification – as defined by Biesta - is discussed in relation to teachers’ reflection about Education for Sustainable Development (ESD). The point of departure is the discussions among teachers from an ESD certificated school (upper secondary), reflecting about their teaching. The desire to empower critical thinking as a key competence of the students is revealed as an important educational goal. How is critical thinking discussed in relation to qualification, socialisation and subjectification in ESD? What conflicts emerge? In educational research as well as in policy documents there is an ambition to put forward the complex and conflicting views of sustainable questions. Pluralism is put forward as a means of handling these ‘competing visions of the truth’. What opportunities for students to develop their thoughts and ideas of sustainable issues (subjectification), do teachers formulate within the frame of formal education (qualification and socialisation)? The paper concludes with a discussion about the relevance this tension has in an educational context from a pluralistic approach of sustainability.

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  • 23.
    Hasslöf, Helen
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för natur, miljö, samhälle (NMS).
    Thoughts & Reflections about Research Perspectives and Practical Implementations around the CSCT model.2012Ingår i: Creating learning environments for the future: Research and practice on sharing knowledge on ESD, Environment and School Initiatives , 2012, s. 128-131Konferensbidrag (Refereegranskat)
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  • 24. Petry, Roger A
    et al.
    Fadeeva, Zinada
    Fadeeva, Olga
    Hasslöf, Helen
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Hellström, Åsa
    Mochizuki, Yoko
    Sonesson, Kerstin
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Education for sustainable production and consumption and sustainable livelihoods: learning from multi-stakeholder networks2010Ingår i: Sustainability Science, ISSN 1862-4065, E-ISSN 1862-4057, Vol. 6, nr 1, s. 83-96Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examines how education for sustainable development (ESD) can be concretely advanced using the theoretical approaches of sustainable consumption and production (SCP) and sustainable livelihoods (SL). Five case examples illustrate a diverse set of strategic educational interventions focusing on: (1) education of specific organizational actors about these theoretical frameworks illustrated with case examples, (2)regional education strategies focussed on production and consumption in specific sectors, (3)social learning directed at innovation for sustainable development, (4) education of consumers and firms made possible by the adoption of certification systems affirming SCP and SL or (5) reorienting communities to address underutilized productive physical capital within communities. The cases are drawn from the projects that the UNU-IAS, four of its regional centers of expertise (RCE) on ESD and other affiliates have conducted. In addition to documenting the educational processes emerging from specific regions, the paper highlights findings related to the sucess of these projects and opportunities for further research, including regional and inter-regional approaches.

  • 25.
    Hasslöf, Helen
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    SUBJECT MEETS SUBJECT IN ESD2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this study is to investigate the significance of interdisciplinary meetings between teachers for the interdisciplinary interpretation of ESD. This study takes its point of departure at a literature seminar between seven teachers at an in-service course of ESD at Malmö University. What different aspects are emphasized and how do the teachers use each other’s knowledge as resources? What do different teachers consider as important aspects of the discussion? The preliminary results show that the social aspects and questions with ethic and moral based entrances are dominating the discussion. The ecological perspectives are mostly treated as fact-based knowledge.

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  • 26.
    Hasslöf, Helen
    et al.
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Ekborg, Margareta
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    SubjectMeets Subject in ESD2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Environmental education has been a topic for biology teachers in Sweden, as well as in many other countries, since the 1970th (Björneloo, 2007; Öhman, 2006). However as a requirement due to the goals of Education for Sustainable Development (ESD), environmental education has broadened up to embrace other subjects as well. ESD seeks to integrate ecological, social and economic perspectives into the education. Facts, values, democracy and action competence are important aspects (UNESCO, 1995). To educate for sustainable development is indeed a challenge and a way to put the education into authentic problems of the world. The aim of this study is to investigate how interdisciplinary group meetings can broaden teachers’ understanding of ESD. This first study of my thesis investigates what perspectives of sustainable development that are emphasized, when teachers from different disciplines meet in a joint discussion. Research questions: What aspects are emphasized by teachers in an interdisciplinary discussion about sustainable development? What do different teachers consider as important aspects of sustainable development after an interdisciplinary discussion? This case study is based on a discussion between teachers at a literature seminar. The target group was chosen from teachers taking an in-service course at Malmö University. This course is one of the components included in the RCE-project “Food & ESD” running at Malmö University. The teachers normally work in public schools in Malmö with pupils age 13-15. The teachers represent different subjects as for example: natural science, social science, language, mathematics and home economics. The course given had an interdisciplinary approach dealing with the consequences of our food production and consumption in the frame of sustainable development. A socio cultural perspective is used as a starting point for this study. In this research design I have my starting point from the teachers’ discussion. A literature seminar was videotaped and semi-structured interviews were used after the discussion. The transcripts from the seminar and the interviews are now the subject of analysis and the results will emerge during this winter and spring. The very first indications show that the mutual discussion brings about topics from as well ecological, social as economic dimensions. The different perspectives continue through the conversation despite which school subject the talking person represent, however, it seems to be a qualitative difference of how the subject is treated.

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  • 27.
    Hasslöf, Helen
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Education for Sustainable Development: Subject meets Subject: a study about teachers' interchange2009Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    My research interest focuses on education for sustainable development (ESD). The overall aim of my doctoral study will probably focus on how different collaboration situations between teachers from different disciplines, in secondary school, affect the individual teacher’s interpretation of ESD. The aim is to explore the importance of interdisciplinary discussions, meetings, exchange and collaboration between teachers as a way to reflect on their own view of ESD. From being a concern mainly within the natural sciences, environmental education is now expected to be of mutual interest for most subjects across the curriculum borders (Schnack, 2000). ESD seeks to integrate ecological, social and economic perspectives into environmental education. The aim of my first study is to investigate how a discussion at an interdisciplinary meeting between teachers in secondary school develops. Is there an opening of different perspectives when teachers from different disciplines discuss about sustainable development? In what way can this interchange give new perspectives? Research questions How do interdisciplinary meetings and collaborations between teachers influence the individual teacher’s interpretation of Education for Sustainable Development? Research questions of this study: • What aspects are emphasized by teachers in an interdisciplinary discussion about sustainable development? • What do different teachers consider as important aspects of the discussion?

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  • 28.
    Hasslöf, Helen
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Tankar om hållbar utveckling och lärande2009Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Denna skrift vill ge inspiration och nya tankar för lärande för hållbar utveckling. I skriften återges några olika röster och tolkningar av lärande för hållbar utveckling, t ex: FN, Brundtlandkommissionen, Skolverket, Utredningar, Miljörörelsen och Forskare.

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  • 29.
    Hasslöf, Helen
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    1700-talet2006Ingår i: Linnélektioner: inspiration för kunskap / [ed] Britt-Marie Lidesten, Nationellt resurscentrum för biologi och bioteknik, Uppsala universitet , 2006, s. 18-25Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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  • 30. Bomgren, Marianne
    et al.
    Hasslöf, Helen
    Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
    Jiborn, Maria
    Klassens alla uterum2006Ingår i: Levande läromedel; / [ed] Roger Johansson, Lars Berggren, Malmö högskola, 2006, s. 173-198Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Marianne Bomgren, Helen Hasslöf och Maria Jiborn har i Klassens alla uterum redovisat ett projekt med syfte att inspirera lärare och elever till att använda sig av utomhusmiljöer i undervisningen. I uppsatsen får vi följa arbetet på Hörjelgården och i Trelleborg. Ett resultat av projektet är att lärare fått upp ögonen för värdet av att använda sig av utemiljön, och att denna ger möjligheter till ämnes- övergripande arbetssätt.

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