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Westermark, Åsa
Publications (10 of 11) Show all publications
Westermark, Å. & Gustafsson, M. (2019). East Vättern Scarp landscape and sustainable meadow fodder [Case study]. Environmental Education Association of Southern Africa
Open this publication in new window or tab >>East Vättern Scarp landscape and sustainable meadow fodder [Case study]
2019 (English)Other (Other academic)
Place, publisher, year, pages
Environmental Education Association of Southern Africa, 2019. p. 28-31
Series
Southern African Journal of Environmental Education, E-ISSN 2411-5959 ; Vol. 35 (2019)
National Category
Physical Geography
Identifiers
urn:nbn:se:hj:diva-46977 (URN)10.4314/sajee.v35i1.10 (DOI)
Note

Case study 5: Sweden, in O'Donoghue, R., Sandoval-Rivera, J. C. A., & Payyappallimana, U. (2019). Landscape, memory and learning to change in changing worlds:Contemplating intergenerational learning and traditional knowledge practices within social-ecological landscapes of change. Southern African Journal of Environmental Education, 35, 28-31. http://dx.doi.org/10.4314/sajee.v35i1.10

Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2019-12-05Bibliographically approved
Westermark, Å. & Jansund, B. (2019). Learning experiences from a time-geographic approach— commodity chains, globalization, everyday life, and sustainability in context. Journal of geography in higher education (Print), 43(4), 486-504
Open this publication in new window or tab >>Learning experiences from a time-geographic approach— commodity chains, globalization, everyday life, and sustainability in context
2019 (English)In: Journal of geography in higher education (Print), ISSN 0309-8265, E-ISSN 1466-1845, Vol. 43, no 4, p. 486-504Article in journal (Refereed) Published
Abstract [en]

There are many approaches to teaching about globalization, commodity chains, and sustainability. Education for sustainable development demands teaching approaches that capture multidimensional and integrated aspects of environmental, social, economic, and political factors. In geography, additional aspects require attention, such as understanding how peoples’ everyday lives, living conditions, and business relations depend on contextual circumstances including place, time, and scales. This article presents a time-geographic teaching approach that enables systems thinking through contextual analysis.

We present a time-geographically inspired educational approach which was implemented at a Swedish university in a yearly course, from 2007 to 2015 (9 years in total). Next, we review 48 student exam papers regarding how students performed a time-geographic contextual analysis of commodity chains and sustainability. We found that the teaching approach encouraged multiple descriptions and reflections by students. It developed students’ abilities to apply geographic concepts and to identify complex relationships in time and space that define sustainability challenges and strategies. Students linked everyday life to global and local processes.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Time geography, ESD, contextual learning, teacher education, commodity chains, everyday life
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-45969 (URN)10.1080/03098265.2019.1661368 (DOI)000486163000001 ()2-s2.0-85074207145 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Available from: 2019-09-13 Created: 2019-09-13 Last updated: 2019-11-11Bibliographically approved
Westermark, Å. (2019). Time-geography, socio-environmental relationships, and Education for Sustainable Development, ESD. In: : . Paper presented at The American Association of Geographers AAG Annual Meeting, April 3 - 7, 2019, Washington DC, United States..
Open this publication in new window or tab >>Time-geography, socio-environmental relationships, and Education for Sustainable Development, ESD
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Visual representation is a powerful tool in education and for analyzing the complexity of people in societies in their natural and built environments. This presentation reflects on time-geography in education and research about socio-environmental relationships and its potential in Education for Sustainable Development, ESD. It is exemplified by how time geography can be applied to reflect on the sustainable development goals in time-space contexts. The presentation is part of a study which explores how approaches in geography and environmental science focus on the relationships of humans to our environment in teacher education in Environmental Education in South Africa and Human Geography in Sweden. In this study, we argue the necessity for models and world views that provide educators and learners with tools to do complex analysis of agency in socio-environmental contexts in a structured and constructive manner. Two approaches to modelling socio-ecological relationships in time and space to be used in environmental and geography teacher education are discussed. These two models are rooted in critical realism and time-geography respectively. We identify and compare inherent concepts, tools and powers of the two models which can enrich teaching strategies for social and environmental education/learning. Central concepts in both models which are explored regarding synergies and complementarity are biographies, time-space relationships, and agency in relation to socio-environmental contexts. In addition, each model provides central concepts that make this analysis and teaching approach more complete.

National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-46962 (URN)
Conference
The American Association of Geographers AAG Annual Meeting, April 3 - 7, 2019, Washington DC, United States.
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-04Bibliographically approved
Westermark, Å. & Borell, K. (2018). Human service siting conflicts as social movements. Geoforum, 94, 107-109
Open this publication in new window or tab >>Human service siting conflicts as social movements
2018 (English)In: Geoforum, ISSN 0016-7185, E-ISSN 1872-9398, Vol. 94, p. 107-109Article, review/survey (Refereed) Published
Abstract [en]

It is deeply ironic that the social movement perspective has so far scarcely been utilised to analyse local protests against establishments of human service enterprises, as the perspective was originally formulated in just such a context. The social movement approach could inject new vitality into a field of research that has become increasingly marginalised and enable human geographers and other social scientists to reconnect to the key issues of socio-spatial exclusion that were raised 30–40 years ago, but now with theoretically informed perspectives. At the same time, social movement research has much to gain from returning to the study of protest movements opposing the establishment of human service enterprises: they are local and thus typical of most social movements, and their success or failure, which lacks the ambiguity so often noted in social movement research, can be studied from a lifecycle perspective.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Framing, NIMBY, Social movements, Social services
National Category
Social and Economic Geography
Identifiers
urn:nbn:se:hj:diva-40022 (URN)10.1016/j.geoforum.2018.05.017 (DOI)000439537900012 ()2-s2.0-85047408159 (Scopus ID)
Available from: 2018-06-08 Created: 2018-06-08 Last updated: 2018-08-28Bibliographically approved
Borell, K. & Westermark, Å. (2018). Siting of human services facilities and the not in my back yard phenomenon: a critical research review. Community Development Journal, 53(2), 246-262
Open this publication in new window or tab >>Siting of human services facilities and the not in my back yard phenomenon: a critical research review
2018 (English)In: Community Development Journal, ISSN 0010-3802, E-ISSN 1468-2656, Vol. 53, no 2, p. 246-262Article in journal (Refereed) Published
Abstract [en]

Current research on local siting conflicts are primarily about environmental threats. Following a boom during the two last decades of the 1900s, research on community opposition to the establishment of human services is a shrinking field with inadequate articulation and comparisons of various approaches. The aim of this research review is to critically scrutinize the first wave of research on local protests against human services and expose and contrast later approaches in order to lay the necessary groundwork for synthesis attempts. The first wave approach is characterized by its far-reaching generalization claims; all local protests against perceived social threats were seen as instances of Not In My Back Yard protests and as a function of general, hierarchically arranged attitudes toward client groups. By contrast, in later attempts to shed light upon neighbourhood protests, real life protests against the establishment of human services – not general attitudinal data – are focused upon. But the degree of contextualizing varies greatly within this more protest-centred research. The indirect approach is based on data that are collected in interviews with human service administrators and concern the extent and duration of neighbors’ protests, while in the direct approach the protests are studied as such, and especially issues having to do with the local protests’ ability to generate public support. In this article, the alternatives to the first wave of research on siting conflicts have been demonstrated for the first time and contrasted with each other. This is a necessary requirement and a first step for efforts to provide the syntheses that this research area so sorely needs.

Place, publisher, year, edition, pages
Oxford University Press, 2018
Keywords
academic research, hierarchical system, local participation, not in my back yard response, planning theory, popular protest, research work, theoretical study, welfare provision
National Category
Sociology Social Work
Identifiers
urn:nbn:se:hj:diva-34235 (URN)10.1093/cdj/bsw039 (DOI)000430680600004 ()2-s2.0-85047926616 (Scopus ID)
Available from: 2016-12-09 Created: 2016-12-09 Last updated: 2019-02-15Bibliographically approved
Westermark, Å. & Jansund, B. (2017). Erfarenheter av undervisning och lärande om globalisering, produktionskedjor, vardagsliv och hållbarhet med tidsgeografi som didaktiskt perspektiv och verktyg. In: : . Paper presented at Tidsgeografiska dagar 28-30 september, Örebro universitet.
Open this publication in new window or tab >>Erfarenheter av undervisning och lärande om globalisering, produktionskedjor, vardagsliv och hållbarhet med tidsgeografi som didaktiskt perspektiv och verktyg
2017 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Att leva i en globaliserad värld med hållbar utveckling som övergripande samhällsmål ställer krav på medborgares förmågor att greppa mångdimensionella samband. Det kan t. ex. vara att förstå hur handlingar i vardagslivet och levnadsvillkor i närmiljön är länkade till andra platser, andra människor och verksamheter samt andra samhällsstrukturer. Utbildningen av samhällsmedborgare måste inkludera resonemang och uppgifter som tränar oss i denna förmåga. Tidsgeografin har en inneboende grundstruktur som möjliggör sådana resonemang och kontextuellt lärande. Med utgångspunkt i erfarenheter av undervisning i tidsgeografi för geografistudenter och blivande geografilärare analyserar vi frågeställningar som beaktar denna utmaning och drar slutsatser om lärande för hållbar utveckling. Vi utgår från frågeställningar som studenterna arbetat med i examinationsuppgifter och resonerar om hur de tillämpat det tidsgeografiska perspektivet och analyserat faktorer bakom geografiskt utfall av multinationella företags produktionskedjor, hållbarhetsutmaningar och förändrings/påverkansfaktorer i vardagslivet och omvärlden.

Keywords
Teaching, didactics, time - geography, commodity chains, everyday life, sustainability, globalization, higher education
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-37312 (URN)
Conference
Tidsgeografiska dagar 28-30 september, Örebro universitet
Available from: 2017-09-14 Created: 2017-09-14 Last updated: 2017-09-14Bibliographically approved
Westermark, Å. (2017). Gender and feminist geography: A time-geographic teaching approach to encourage situated learning in everyday life. In: : . Paper presented at The American Association of Geographers AAG Third Annual Meeting, April 5 - 9, 2017, Boston, Massachusetts.
Open this publication in new window or tab >>Gender and feminist geography: A time-geographic teaching approach to encourage situated learning in everyday life
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

There are many feminisms and there are many geographies. This is a presentation of a time-geographic teaching model which was used to present a diversity of feminisms and geographies in an upper level university course. The purpose was to provide a structured historical overview of how research on women and gender in general, and particularly with respect to geographic inquiry, has raised questions and focused on aspects of the physical environment and identity, and how the two are related to each other in time and space. Gender identities and gender roles are expressions of geographical context, biographic past and aspirations for the future. With this framework as a reference, students were asked to reflect on their everyday lives, identities and gender expressions in daily settings. With a time-geographic approach situated learning was encouraged both to understand self with respect to personal experiences and everyday contexts, and to see that gender inquiry necessarily is grounded in processes in time and space. Students’ reading responses are analyzed and illustrate how gender research approaches may be applied to reflect on personal biographies, geographic context, and identity.

National Category
Learning Social and Economic Geography
Identifiers
urn:nbn:se:hj:diva-37310 (URN)
Conference
The American Association of Geographers AAG Third Annual Meeting, April 5 - 9, 2017, Boston, Massachusetts
Available from: 2017-09-14 Created: 2017-09-14 Last updated: 2017-09-14Bibliographically approved
Molin, L., Grubbström, A., Bladh, G., Westermark, Å., Ojanne, K., Gottfridsson, H.-O. & Karlsson, v. (2015). Do personal experiences have an impact on teaching and didactic choices in geography?. European Journal of Geography, 4(6), 6-20
Open this publication in new window or tab >>Do personal experiences have an impact on teaching and didactic choices in geography?
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2015 (English)In: European Journal of Geography, ISSN 1792-1341, Vol. 4, no 6, p. 6-20Article in journal (Refereed) Published
Abstract [en]

Factors influencing teachers’ selection of content in geography teaching is a fundamental didactic matter. The purpose of the present study was to investigate whether Swedish geography teachers’ informal and formal experiences have influenced their interest in geography and if so, in what way. The results disclosed that informal experiences like outings, holidays, and childhood memories have a significant impact. The results also revealed that childhood experiences might increase the comprehension of how nature and mankind are connected, and how various places differ. Selective traditions showed to be strong, i.e. geographic names and map reading were prioritized while at excursions, physical geography was particularly dominating. We argue that in the geography teacher education, didactics should include methods for field studies, giving emphasis also to the part dealing with human geography. Forthcoming teachers need to reflect on how to make didactic choices in order to renounce the selective traditions in the subject.

Keywords
geography teachers; informal and formal experiences; reflection; selective traditions; subject skills
National Category
Human Geography
Identifiers
urn:nbn:se:hj:diva-29805 (URN)2-s2.0-84964370087 (Scopus ID)
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2017-11-30Bibliographically approved
Westermark, Å. & Borell, K. (2014). Upptäcktens väg: Det projektbaserade uppsatsarbetet. In: Hans Albin Larsson (Ed.), 14 röster kring samhällsstudier och didaktik: (pp. 153-170). Jönköping: Samhällsstudier & Didaktik
Open this publication in new window or tab >>Upptäcktens väg: Det projektbaserade uppsatsarbetet
2014 (Swedish)In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & Didaktik , 2014, p. 153-170Chapter in book (Other academic)
Place, publisher, year, edition, pages
Jönköping: Samhällsstudier & Didaktik, 2014
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-22942 (URN)978-91-981530-0-2 (ISBN)
Available from: 2014-01-05 Created: 2014-01-05 Last updated: 2015-12-08Bibliographically approved
Jansund, B. & Westermark, Å. (2013). Tidsgeografi i undervisning för hållbar utveckling: En helhetsorienterad tankemodell. Geografiska Notiser, 71(1), 24-40
Open this publication in new window or tab >>Tidsgeografi i undervisning för hållbar utveckling: En helhetsorienterad tankemodell
2013 (Swedish)In: Geografiska Notiser, ISSN 0016-724X, Vol. 71, no 1, p. 24-40Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Lund: Geografilärarnas Riksförening, 2013
Keywords
Geografi, didaktik, hållbar utveckling, helhetsperspektiv, tidsgeografi
National Category
Human Geography
Identifiers
urn:nbn:se:hj:diva-22592 (URN)
Available from: 2013-11-19 Created: 2013-11-19 Last updated: 2017-12-06Bibliographically approved
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