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  • 1.
    Almers, Ellen
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Kjellström, Sofia
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ. ADULT. Jönköping University, School of Health and Welfare, HHJ. ARN-J (Aging Research Network - Jönköping). Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare).
    Why forest gardening for children? Swedish forest gardeneducators' ideas, purposes, and experiences2018In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 49, no 3, p. 242-259Article in journal (Refereed)
    Abstract [en]

    Utilizing forest gardens as urban settings for outdoor environmental education in Sweden is a new practice. These forest gardens combine qualities of a forest, e.g., multi-layered polyculture vegetation, with those of a school garden, such as accessibility and food production. The study explores both the perceived qualities of forest gardens in comparison to other outdoor settings and forest garden educators’ ideas, purposes, and experiences of activities in a three-year forest gardening project with primary school children. The data were collected through interviews and observations and analyzed qualitatively. Four reported ideas were to give children opportunities to: feel a sense of belonging to a whole; experience self-regulation and systemic dependence; experience that they can co-create with non-human organisms; and imagine possible transformation of places. Four pedagogical forest garden features are discussed.

  • 2.
    Askerlund, Per
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur fungerar ekosystemtjänster som verktyg för hållbarhetsarbete på förskolor?2018Conference paper (Refereed)
  • 3.
    Avery, Helen
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Center for Middle Eastern Studies, Lund University, Lund, Sweden.
    Nordén, Birgitta
    Faculty of Education and Society, University of Malmö, Malmö, Sweden.
    Working with the divides: Two critical axes in development for transformative professional practices2017In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 18, no 5, p. 666-680Article in journal (Refereed)
    Abstract [en]

    Purpose

    The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.

    Design/methodology/approach

    Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.

    Findings

    Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.

    Research limitations/implications

    However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.

    Practical implications

    Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.

    Social implications

    Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.

    Originality/value

    The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.

  • 4.
    Borell, Klas
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Den akademiska friheten i Turkiet har snöpts2019In: Sans Magasin, ISSN 2000-9690, Vol. 1, p. 30-35Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Edwards-Jones, Andrew
    et al.
    Faculty of Arts & Humanities, Plymouth Institute of Education, Plymouth University, Plymouth, United Kingdom.
    Waite, Sue
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Faculty of Arts & Humanities, Plymouth Institute of Education, Plymouth University, Plymouth, United Kingdom.
    Passy, Rowena
    Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 46, no 1, p. 49-63Article in journal (Refereed)
    Abstract [en]

    As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum. 

  • 6.
    Ferholt, Beth
    et al.
    Department of Early Childhood and Art Education, Brooklyn College, New York, USA.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Lecusay, Robert
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Preschool teachers being people alongside young children: The development of adults' relational competences in playworlds2019In: Rethinking play as pedagogy / [ed] Sophie Alcock & Nicola Stobbs, New York: Routledge, 2019, p. 17-32Chapter in book (Refereed)
  • 7. Golino, Hudson
    et al.
    Hamer, Rebecca
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Kjellström, Sofia
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare).
    Measuring epistemological development – a uni- or multidimensional structure?2018Conference paper (Refereed)
  • 8.
    Golino, Hudson
    et al.
    Department of Psychology, University of Virginia, United States.
    Hamer, Rebecca
    Assessment Research & Design, International Baccalaureate, The Hague, Netherlands.
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Kjellström, Sofia
    Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare. Jönköping University, School of Health and Welfare, HHJ. IMPROVE (Improvement, innovation, and leadership in health and welfare).
    The structure of the epistemological development in teaching learning questionnaire2019In: Cogent Education, E-ISSN 2331-186X, Vol. 6, no 1, article id 1655211Article in journal (Refereed)
    Abstract [en]

    New measurement of students' learning and teaching concepts is essential for creating constructive alignment in teaching and support formative assessment to promote epistemic development. The Epistemological Development in Teaching Learning Questionnaire (EDTLQ) was developed to meet these needs. In the present study, the factor structure of EDTLQ was examined using a sample of 643 students from a Swedish University. The results show that the correlated six-factor model fits the data the best. The result is consistent with the developmental theory that posits development as a dynamic highly correlated process varying across and within domains. There is a potential to use EDTLQ as a tool for adapting teaching to appropriate levels of understanding within different domains. The EDTLQ is one of the few measurements that can be used to assess students' learning concepts so that education/teaching can be adapted to support students? development of more complex levels of thinking about learning.

  • 9. Halimeh, Mahmoud
    et al.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Centre for Middle Eastern Studies, Lund University.
    Halimeh, Nihal
    Sustainable camps: self-organising design in community centres2017Conference paper (Refereed)
    Abstract [en]

    Palestinian refugee camps were formed in Lebanon after 1948, and are today home to approximately half a million inhabitants. Estimates are highly uncertain, since many refugees live in Lebanon informally, due to stringent Lebanese residency regulations and the massive crisis in neighbouring Syria. Besides the Palestinians newly arriving from Syria, camp populations have been swollen by the general crisis, pushing migrant workers and poor Lebanese to seek the cheapest possible accommodation. 

    Camp conditions were difficult already before the recent war, but have dramatically worsened. The pressure on infrastructure and housing has multiplied, due to the sudden increase in population. Conditions are further affected by the pressures on power and water supplies outside the camps. At the same time, restricted livelihoods and skyrocketing prices of materials leave little resources to proceed with necessary upgrades and maintenance of facilities and the built environment. Desperate homeless families are prepared to live in buildings that are compromised and unsafe, since they have no other options. At the same time, poor infrastructure leads to a vicious circle, since local workshops that could provide livelihoods also depend on access to transport, power supplies, water, and effective management of wastewater, waste and fumes to minimise environmental impacts.Sustainable camps is a project initiated by the Centre for Middle Eastern Studies at Lund University in collaboration with community centres at Beddawi and Bourj-el-Barajneh, aiming to address the dual need for education and improved living conditions in the camps in Lebanon. Existing community centres will be used as hubs for learning, training and innovation. Young people living in the camps will collaborate with students in Lebanon and abroad to develop low-cost and environmentally friendly solutions to the local infrastructure challenges, in the context of carrying out necessary repairs and upgrades. Interconnecting centres in different camps allows sharing knowledge and know-how.

  • 10. Halimeh, Nihal
    et al.
    Halimeh, Mahmoud
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Center for Middle Eastern Studies, Lund University.
    Crafting futures in a Lebanese refugee camp: the Burj el Barajneh Souk2017Conference paper (Refereed)
  • 11.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i grund- och gymnasiesärskola2014Conference paper (Other (popular science, discussion, etc.))
  • 12.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i grundskolan 1-92013Conference paper (Other (popular science, discussion, etc.))
  • 13.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i särskolan2012Conference paper (Other academic)
  • 14.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det utvidgade matematiklärandet i särskolan2014Conference paper (Other academic)
    Abstract [sv]

    Låt inte matematiklärandet stanna innanför tröskeln när närmiljö blir lärmiljö. Du som är lärare i särskolan har många möjligheter att använda och se skolgården som en pedagogisk resurs. När vi använder de utomhuspedagogiska glasögonen så öppnas en annan lärandearena och en pedagogik med utomhusdidaktisk inriktning. Lärandet som kan bedrivas utomhus är både en friskfaktor, inspirerande och lärorikt. 

  • 15.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Det är väl inne att lära ute? Utomhuspedagogik året runt med förskoleklassen!2019Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur kan lärare undervisa på andra lärande arenor än klassrummet?2016Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur kan lärare undervisa på andra lärande arenor än klassrummet?2016Conference paper (Other (popular science, discussion, etc.))
  • 18.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hur kan lärare undervisa på andra lärande arenor än klassrummet?2016Conference paper (Other (popular science, discussion, etc.))
  • 19.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Kreativ matematik och språklekar2013Conference paper (Other (popular science, discussion, etc.))
  • 20.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Leklära utomhus2013Conference paper (Other (popular science, discussion, etc.))
  • 21.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Låt inte pedagogiken stanna innanför tröskeln!: Det utvidgade lärandet i fritidshemmets utomhusmiljö2014Conference paper (Other (popular science, discussion, etc.))
  • 22.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Matematiken finns utomhus: ett lustfyllt lärande för alla!2013Conference paper (Other (popular science, discussion, etc.))
  • 23.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Pedagogik och utomhusdidaktisk inriktning med skogsträdgårdsforskning2017Conference paper (Other academic)
  • 24.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Place Meaning for Children in the Forest Garden2019Conference paper (Refereed)
    Abstract [en]

    Previous studies show that outdoor places have different meanings for children's lives based on children's preferences from experiences and memories. The purpose of the study is to investigate the forest gardens' places from the children’s perspective. The theoretical framework is Social Studies of Childhood, where children are regarded as competent social actors and right to give their voices. This study intends to use empirical material from walk-and-talk conversations and photography with 28 children. The results from this ongoing study presents the four most photographed places in the forest garden, which are places with plants, the pond, the fireplace and the tipin place. Places with plants give children a sense of belonging to the nature and think they are friends with the insects. Boundaries in forest gardens are fuzzy and barriers like the fencing are designed to keep animals out rather than children in. Educators positively encourage risk taking, inviting children to try different activities and offering a range of opportunities from which children can select and self-regulate their level of risk and challenge. Barriers, however, exist in taking up of all opportunities because socioeconomic disadvantage and cultural norms mean many participating children have never before experienced such natural environments in their deprived home neighbourhoods or for immigrant children, in their countries of origin. It is therefore interesting to report that theme of boundaries, barriers and belonging are intersect in shaping children’s relationship with the places in the forest garden.

  • 25.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Platsers meningserbjudanden ur barns perspektiv – En skogsträdgårds platskvalitéer2019Conference paper (Other academic)
  • 26.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    School Children´s Perspectives from Forest Gardens Places2019Conference paper (Refereed)
    Abstract [en]

    These days, newspapers discuss how cities are more densely populated and shaped by the interests of various stakeholders. Construction of housing and parking lots tends to be prioritized over creating places for children in urban environments. One way of creating such places is to construct forest gardens, a relatively new form of gardening. The purpose of this study is to investigate schoolchildren’s place-making in forest gardens, from the children’s perspective. The study takes a Social Studies of Childhood perspective, which understands children to be social actors who are competent researchers in their own right. The data is drawn from walk-and-talk conversations, informal interviews, and photographs with 28 children who participated in a three-year forest garden project. The results from this ongoing study show that school children use the places for their activities and play, but the places also give different kind of affordances. The schoolchildren try risk-taking beside the pond, have the opportunity to be with friends at the fireplace and to be alone in the tipi. It is therefore interesting to report that green places are important in children’s environment, especially in the particular relationships afforded by specific places within a forest garden.

  • 27.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Smart dokumentation utvecklar undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 28.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Smart dokumentation utvecklar undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 29.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Smart dokumentation utvecklar undervisningen2015Conference paper (Other (popular science, discussion, etc.))
  • 30.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utmanande undervisning utomhus2015Conference paper (Other (popular science, discussion, etc.))
  • 31.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utmanande undervisning utomhus2015Conference paper (Other (popular science, discussion, etc.))
  • 32.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, School Based Research, School age educare. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utmanande undervisning utomhus2015Conference paper (Other (popular science, discussion, etc.))
  • 33.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhusmiljöns möjligheter i förskolan2018Conference paper (Other (popular science, discussion, etc.))
  • 34.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogik i ett fritidshemspedagogiskt perspektiv2017Conference paper (Other (popular science, discussion, etc.))
  • 35.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogik i ett fritidshemspedagogiskt perspektiv2018Conference paper (Other (popular science, discussion, etc.))
  • 36.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogik med fokus på arbete med utomhusdidaktisk inriktning.2015Conference paper (Other (popular science, discussion, etc.))
  • 37.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Utomhuspedagogiken skapar en ”ekodukt”2019Conference paper (Other academic)
    Abstract [sv]

    Du kommer att få prova på olika utomhuspedagogiska aktiviteter som binder ihop växt- och djurliv i naturen med språk- och matematiklärande. Jönköping University och Naturskolan på Upptech i Jönköpings kommun har tagit fram utomhuspedagogiska lådor som bland annat innehåller ett orddraperi, en rimbro, en geometribana och den magiska matematikmattan. Ett material som kan användas både på den asfalterade förskole- och skolgården och i skolskogen.

  • 38.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    The Forest Garden from Children's Perspectives2018Conference paper (Other academic)
  • 39.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Barns perspektiv på att vistas i en skogsträdgård2018Conference paper (Refereed)
  • 40.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Developing ecological literacy in a forest garden: children’s perspectives2018Other (Other academic)
  • 41.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Developing ecological literacy in a forest garden: children’s perspectives2019In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 19, no 3, p. 227-241Article in journal (Refereed)
    Abstract [en]

    Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.

  • 42.
    Lecusay, Robert
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Mrak, Lina
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Aktaş, Vezir
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Rethinking the Relation between Pedagogy and Sustainability: The Views of Preschool Teachers in Sweden2019Conference paper (Other academic)
    Abstract [en]

    A core value underpinning activities in early childhood education and care for sustainability (ECECfS) is that these activities be organized to support forms of democratic, intergenerational collaboration in which children can act as “agents of change.” From the perspective of mediational theories of mind, the possibilities for children to participate actively and agentively in ECECfS can be understood by studying the ECEC settings in which these activities unfold as systems of culturally-constituted and historically contingent conditions.

    The present study applied this perspective in qualitative case studies of how teachers in three Swedish preschools understand and practice ECECfS, and the degree to which children in these preschools could act as agents of change in relation to ECECfS activities. This research is based on survey and interview data collected from teacher teams in preschools that participated in a series of regional government-sponsored workshops designed to support teachers’ efforts to develop the outdoor spaces in their preschools as sustainable, multifunctional environments. Drawing on concepts from cultural historical activity theory (systemic tensions as underpinning expansive learning), surveys and interview transcripts were analyzed to characterize: how the participating teachers engaged with concepts relevant for understanding their approach to ECECfS (sustainability, teaching, pretend and exploratory play); pedagogical and organizational tensions that teachers described in relation to these concepts; and cultural means that mediated teachers relations to the general object of implementing ECECfS.

    Teachers conceptions and practices of ECECfS were in general consistent with findings of prior research of in-service and pre-service preschool staff in Sweden: While teachers understood ECECfS holistically as a project that integrates environmental, economic, and social dimensions, the majority of the activities organized by the teachers emphasized the environmental dimension, with none explicitly emphasizing the economic dimension. Furthermore, teachers in all three schools described their day-to-day preschool practices as inherently about and for sustainability, noting a kind of tension or contradiction with needing to make sustainability explicit in preschool activities.

    With respect to opportunities for children to act as agents of change in day-to-day preschool activities, we found examples in all three cases in which children engaged in actions that changed their material environment and/or their participation in relevant community(ies) of practice. Critically, what varied across preschools was if and to what degree these actions were clearly motivated by children’s questions, interests, and/or intentions. We draw on the concepts of instrumental and ontological communities of learners (Matusov et al., 2013) to argue that pedagogical and organizational aspects of each preschool’s idioculture (Fine, 2012) enabled or constrained the possibilities for children to act as agents of change.

  • 43.
    Lecusay, Robert
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Mrak, Lina
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Nilsson, Monica
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Preschool Education research.
    Teachers Making Sense of Children’s Sense-making: Negotiating Pretense, Exploration, and Teaching in Sustainable, Multi-functional Preschool Environments.2018Conference paper (Refereed)
    Abstract [en]

    Preschool teachers in Sweden are currently coping with growing curricular demands to engage in a more formal instruction, and to further develop education for sustainable development (ESD). A consequence of this is that teachers feel pressure to organize activities for very young children that privilege ”knowing that” over ”knowing how,” and to do so in the service of an interdisciplinary project – ESD – that can be challenging to organize in early childhood. As teachers adapt to these new challenges they negotiate tensions consequential to preschool children’s learning and develop- ment. The pressure to reorient to disciplinary learning can detract from arrangements of activities involving pretend and exploratory play. This is because the learning outcomes of these activities can be unpredictable and difficult to define. However, these activities are also associated with the kinds of outcomes (e.g. creativity, innovation, empathy, counterfactual thinking) and ethics (e.g. cultures of collaborative learning) of concern in ESD.

    In this paper we consider how preschool teachers in Sweden are negotiating the demands of engag- ing in more formal instruction and ESD, while cultivating local idiocultures that support children’s pretend and exploratory play. Our examination is based on case studies of teacher teams in three preschools that participated in a series of regional government-sponsored workshops organized to support teachers’ efforts to design their preschools’ outdoor spaces as sustainable, multifunctional environments. The case studies were based on field observations at the participating preschools and teacher interviews conducted prior to, during, and following the said workshops.

    Drawing on cultural-historical concepts of disruptive and productive tensions, we characterize how the participating teachers conceived of pretend play, exploration, teaching, and sustainability in relation to children’s engagement in preschool activities. We focus in particular on how teachers considered examples of activities in which the interaction of children and the material environment afforded pretend and exploratory play; how the teachers and children made sense of their activities through pretense and exploration; and if/how the teachers remediated these activities in ways intended to make the children’s learning visible. How and for whom this learning becomes visible is a central question of concern for us.

  • 44.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Motivations for Jihad and Cognitive Dissonance: A Qualitative Analysis of Former Swedish Jihadists2019In: Studies in Conflict and Terrorism, ISSN 1057-610X, E-ISSN 1521-0731Article in journal (Refereed)
    Abstract [en]

    This study is based on interviews with three former Swedish jihadists, and it uses cognitive dissonance theory to analyze how their motivations for jihad changed—from the early stages of radicalization to fighting as part of a jihadist group and finally leaving jihad. It argues that cognitive dissonance is a causal mechanism, alternative to empathy and collective relative deprivation, that can explain how individuals with collective identities can be motivated to opt for jihad. For none of the interviewees did fundamentalist Islam provide a gateway into jihadism, nor did they seem to use Islam as a mere justification for violent behavior. Cognitive dissonance can also shed light on how motivations change and why some jihadists have not been susceptible to further radicalization by accepting even more radical ideas.

  • 45.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    You only die once: Döden i Islamiska staten2019In: Shakespeare, Bergman och döden: Romateaterns Shakespearesymposium 2018 / [ed] Stefan Marling, Göteborg & Stockholm: Makadam Förlag, 2019, p. 69-74Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Nilsson, Marco
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Badran, Dany
    Department of English, Lebanese American University, Beirut, Lebanon.
    Conflicts and Relative Deprivation in Ein El Hilweh: Palestinian Refugees in the Shadow of the Syrian Civil War2019In: The Journal of Refugee Studies, ISSN 0951-6328, E-ISSN 1471-6925Article in journal (Refereed)
    Abstract [en]

    About 450,000 Palestinian refugees live in Lebanon today. With the arrival of over one million Syrian refugees in Lebanon since the Syrian civil war started in 2011, Palestinians were no longer the largest refugee group in Lebanon, and many newcomers settled in Palestinian refugee camps. Previous research has considered how recipient societies relate to refugees; this study analyzes intergroup competition and conflict among refugees from different countries by analyzing Palestinians’ perceptions of refugee camp life and attitudes toward Syrian refugees. Focus group interviews were conducted in the largest camp in Lebanon, Ein El Hilweh. Respondents experienced relative deprivation due to the influx of Syrian refugees, who were accused of taking Palestinian jobs and increasing poverty. Respondents complained of increasing violence and social problems (e.g. radicalization and drug use) due to the demographic changes. Especially women experienced that their freedom of movement had become limited in the camp but found it difficult the consider migration. Increasing desperation had also weakened Palestinian resistance identity and trust in resistance organizations.

  • 47. Nordén, Birgitta
    et al.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Sustainability dilemmas in preschool teacher training: Engaging students' experience in the local place2017Conference paper (Refereed)
  • 48.
    Samuelsson, Tobias
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Almers, Ellen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Askerlund, Per
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Children's ideas on the desirable future school yard.: Using envisioning workshops as research method for complex conversations with children2018Conference paper (Other academic)
  • 49.
    Waite, Sue
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Plymouth University, Plymouth, UK.
    Outdoor learning research: Insight into forms and functions2018Collection (editor) (Refereed)
    Abstract [en]

    From publisher's website:

    The term ‘outdoor learning’ covers many forms of practice outside the classroom, including Forest School and outdoor play. Outdoor learning has been rapidly growing as a topic of interest for educators and parents over the last ten years and research published in this field is also increasing. Despite the fact that we are inextricably part of the natural world, there is concern that contemporary children have become disconnected from nature and that their opportunities to access natural environments are declining. Given compelling evidence that time spent in natural places has multiple benefits for human health and wellbeing and pro-environmental behaviour (Bourn et al., 2016), there is an impetus to find ways to increase children’s exposure to and attachment to nature through their education.

    The chapters in this book were originally peer reviewed articles published in Education 3–13: International Journal of Primary, Elementary and Early Years Education. They are amongst the most popular in the journal, reflecting the demand for more evidence of outcomes and high-quality information about how best to implement outdoor learning for children in this age group. The authors report qualitative and quantitative studies and consider implications of the findings for children and their development, and for the integration (or not) of natural environment contexts within school practices. Gathering this body of evidence together in a single volume enables important messages about outdoor learning’s various purposes, processes and outcomes to be more readily accessed by practitioners, policy makers and researchers.

  • 50.
    Waite, Sue
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). University of Plymouth, Plymouth, UK.
    Goodenough, Alice
    University of Plymouth, Plymouth, UK.
    What is different about Forest School?: Creating a space for an alternative pedagogy in England2018In: Journal of Outdoor and Environmental Education, ISSN 2522-879X, Vol. 21, no 1, p. 25-44Article in journal (Refereed)
    Abstract [en]

    Forest School in the UK has arguably provided a space of pedagogical ‘difference’ whilst wider structural pressures have reduced the room for novelty and diversity in delivery of state education. This article explores how perceived ‘differences’ between everyday educational contexts can benefit the wellbeing of participants in Forest Education across different ages. It calls into question the application of play-based learning theory to underpin English Forest School as advocated by Leather in this issue. Drawing on Forest School principles, empirical evidence and the theory of cultural density, we examine how Forest School can present important cultural and material contrasts in English young people’s experience and argue for the importance of this function within this context. We critique aspects of the dilution of Forest School principles, arguing that in England, and perhaps other cultures where outdoor experiences have become relatively rare, it is important that Forest School is valued as a site of divergence from more common learning spaces and situations.

12 1 - 50 of 53
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