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  • 1.
    Borell, Klas
    et al.
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Westermark, Åsa
    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), Plats, Identitet, Lärande (PIL).
    Siting of human services facilities and the not in my back yard phenomenon: a critical research review2018In: Community Development Journal, ISSN 0010-3802, E-ISSN 1468-2656, Vol. 53, no 2, p. 246-262Article in journal (Refereed)
    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.

  • 2.
    Jansund, Bodil
    et al.
    Institutionen för Kulturgeografi och ekonomisk geografi vid Göteborgs universitet.
    Westermark, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Tidsgeografi i undervisning för hållbar utveckling: En helhetsorienterad tankemodell2013In: Geografiska Notiser, ISSN 0016-724X, Vol. 71, no 1, p. 24-40Article in journal (Other academic)
  • 3.
    Molin, Lena
    et al.
    Uppsala University, Department of Education, Sweden.
    Grubbström, Ann
    Uppsala University, Department of Social and Economic Geography.
    Bladh, Gabriel
    Karlstad University, Department of Geography, Media and Communication.
    Westermark, Åsa
    Jönköping University, School of Education and Communication, HLK, Global Studies.
    Ojanne, Kaj
    Lund University, The Department of Human Geography and the Human Ecology Division.
    Gottfridsson, Hans-Olof
    Karlstad University, Department of Geography, Media and Communication.
    Karlsson, vante
    Umeå University, Department of Geography and Economic History.
    Do personal experiences have an impact on teaching and didactic choices in geography?2015In: European Journal of Geography, ISSN 1792-1341, Vol. 4, no 6, p. 6-20Article in journal (Refereed)
    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.

  • 4.
    Westermark, Åsa
    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), Plats, Identitet, Lärande (PIL). Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Gender and feminist geography: A time-geographic teaching approach to encourage situated learning in everyday life2017Conference paper (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.

  • 5.
    Westermark, Åsa
    Kulturgeografiska institutionen vid Handelshögskolan, Göteborgs universitet.
    Informal livelihoods: Womens´biographies and reflections about everyday life: A time-geographic analysis in urban Colombia2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis explores the everyday life conditions of low-income women who work mainly in the informal sector in Bogota, Colombia. The work has its point of departure in an analysis of the complex daily lives of two women over an extended time period and from the perspective of the individual. The detailed level of description and analysis will, as a hypothesis, help us to better understand how to improve development programs, allowing institutional and individual levels to meet exactly at the point that is desirable for those who are the target groups in the execution of their daily lives.

    The main aim of the study is to describe the conditions of livelihood of the two women from the perspective of the individual and to contribute to the making of institutions’ definitions of women’s needs, design and follow-up on development projects coincide better with women’s interests.

    A time-geographic methodology, based on structured time diaries describing patterns of time-use for daily activities, is explored and adapted to the local context of the study. The methodology is also complemented by reflective diaries describing the women’s perceptions of present and past experiences, hopes and plans for the future, the intentions and motives behind daily activities. Together, the diaries reveal how decisions in daily life come about in a particular physical environment with specific social and cultural characteristics.

    A time-geographic theoretical approach is applied to analyse the women’s life stories and biographies of livelihood projects. Theoretical contributions about the main areas of interest when studying women’s life courses and conditions in development studies are also referred to, for instance, women’s interests and needs, gender analysis, empowerment, livelihoods and local contexts.

    The findings of this study and the results of its methodology have demonstrated that to improve women’s opportunities for livelihood, it is necessary to understand women’s conditions in relation to women’s total life contexts. The research methodology applied here opened the way for an empowerment process with higher self- esteem and confidence as a result. This indicates that sector planning, project design, follow up and evaluations in development institutions may gain from using information about women’s multiple activities and perceptions from an individual and a gender perspective. 

  • 6.
    Westermark, Åsa
    et al.
    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), Plats, Identitet, Lärande (PIL).
    Borell, Klas
    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).
    Human service siting conflicts as social movements2018In: Geoforum, ISSN 0016-7185, E-ISSN 1872-9398, Vol. 94, p. 107-109Article, review/survey (Refereed)
    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.

  • 7.
    Westermark, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Global Studies.
    Borell, Klas
    Jönköping University, School of Education and Communication, HLK, Global Studies. Jönköping University, School of Health and Welfare, HHJ. Research Platform of Social Work.
    Upptäcktens väg: Det projektbaserade uppsatsarbetet2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & Didaktik , 2014, p. 153-170Chapter in book (Other academic)
  • 8.
    Westermark, Åsa
    et al.
    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), Plats, Identitet, Lärande (PIL). Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Jansund, Bodil
    Erfarenheter av undervisning och lärande om globalisering, produktionskedjor, vardagsliv och hållbarhet med tidsgeografi som didaktiskt perspektiv och verktyg2017Conference paper (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.

1 - 8 of 8
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