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  • 101.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Szczepanski, Anders
    Spetsa Company, Linköping University Holding.
    Boldemann, Cecilia
    Institutionen för global hälsa, Karolinska institutet.
    Öhman, Marie
    Jönköping University, School of Education and Communication.
    Debatt: Låt inte pedagogiken stanna innanför tröskeln2020In: Vetlanda-Posten, Vol. 2020-05-27Article in journal (Other (popular science, discussion, etc.))
  • 102.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Szczepanski, Anders
    Spetsa Company, Linköping University Holding.
    Boldemann, Cecilia
    Institutionen för global hälsa, Karolinska institutet.
    Öhman, Marie
    Jönköping University, School of Education and Communication.
    Debatt: Låt inte pedagogiken stanna innanför tröskeln2020In: Smålänningen, Vol. 2020-05-27Article in journal (Other (popular science, discussion, etc.))
  • 103.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Szczepanski, Anders
    Spetsa Company, Linköping University Holding.
    Boldemann, Cecilia
    Institutionen för global hälsa, Karolinska institutet.
    Öhman, Marie
    Jönköping University, School of Education and Communication.
    Debatt: Låt inte pedagogiken stanna innanför tröskeln2020In: Falköpings Tidning, Vol. 2020-05-27Article in journal (Other (popular science, discussion, etc.))
  • 104.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Szczepanski, Anders
    Spetsa Company, Linköping University Holding.
    Boldemann, Cecilia
    Institutionen för global hälsa, Karolinska institutet.
    Öhman, Marie
    Jönköping University, School of Education and Communication.
    Låt inte pedagogiken stanna innanför tröskeln2020In: Värnamo Nyheter, Vol. 2020-05-27Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: I tidigare skoldebatt har det ofta handlat om läraren i klassrummet, men numera behövs också läraren i uterummet. Det är dags för ett utomhusbaserat lyft, skriver akademiker vid Jönköping University, Linköpings universitet och Karolinska institutet.

  • 105.
    Hammarsten, Maria
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Szczepanski, Anders
    Spetsa Company, Linköping University Holding.
    Boldemann, Cecilia
    Institutionen för global hälsa, Karolinska institutet.
    Öhman, Marie
    Jönköping University.
    Pedagogiken ska inte stanna innanför tröskeln2020In: Jönköpings-Posten, ISSN 1103-9469, no 27 majArticle in journal (Other (popular science, discussion, etc.))
  • 106.
    Hoffstaedter, Franziska
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Internal and external communication for sustainable development: Case study on the municipality of Gnosjö2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Sweden hosted the first environmental development conference in 1972 and since then has been a European role model in sustainability issues (UN, 1972), following the triple bottom line: concern for the planet, people and profit (Coombs & Holladay, 2012). The present study deals with the application of micro-ethnography in sustainable communication, in the case of the municipality of Gnosjö in Sweden.

    Based on internal, external and strategic communication literature, the case study of Gnosjö, in which different areas of organisational communication were represented and how they affected the sustainable development of the organisation, is presented and analysed.

    It was investigated, which communication channels the municipality uses, how these channels look like and which aspects influence the communication and its development.

    The approaches of micro-ethnography were applied to collect and evaluate data. For this purpose, data were collected from participating observations with employees at Gnosjö town hall and the collection of seven interviews with informants from the fields of communication and sustainability and constantly compared. 

    The exploratory data analysis reveals how the employees remained powerless in performing their work routine. Politicians, as the main decision-makers, play an important role in the development of the municipality. Therefore, they should attend training programs to understand the importance of sustainable communication internally and externally. 

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  • 107.
    Hvit Lindstrand, Sara
    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).
    Barns utforskande i digitala teckenvärldar2020In: Digitalt meningsskapande i förskolan / [ed] Erika Kyrk Seger, Stockholm: Lärarförlaget , 2020, p. 133-147Chapter in book (Other academic)
  • 108.
    Hvit Lindstrand, Sara
    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).
    Det synliga språkandet2020In: Kreativa lärprocesser: estetik och undervisning i förskolan / [ed] Sara Hvit Lindstrand & Karin Alnervik, Stockholm: Liber, 2020, p. 132-144Chapter in book (Other academic)
  • 109.
    Hvit Lindstrand, Sara
    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).
    Språkande och demokrati – barns medborgerliga röster2021In: Förskolan som demokratisk mötesplats / [ed] H. Göthson, S. Hvit Lindstrand & M. McConnachie, Stockholm: Natur och kultur, 2021, p. 61-78Chapter in book (Other academic)
  • 110.
    Kall, Ann-Sofi
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Ford, Rebecca
    e University of the Highlands and Islands, Inverness, Scotland.
    Schick, Lea
    IT University of Copenhagen, Denmark.
    The power of stories2021In: Energy worlds in experiment / [ed] J. Maguire, L. Watts & B. R. Winthereik, Manchester, UK: Mattering Press , 2021, p. 34-65Chapter in book (Refereed)
    Abstract [en]

    From the introduction: Stories have power: power to communicate, gather, entertain and educate; power to seduce and enchant, convince and transform both people and societies. Energy infrastructures are filled with stories, stories that have many kinds of power. This chapter is about the different powers to be found in stories of infrastructures, from waste incinerators, to marine energy, to nuclear power. And it asks: What do these stories of energy infrastructure have the power to do? In this chapter, we tell stories about energy infrastructures, and through these we investigate how energy and power are inevitably entangled in one another. Rather than telling one powerful story, we will do this by weaving together a collection of six short stories, each situated in a particular time and place. These stories demonstrate the diversity and versatility in energy infrastructures, as well as in storytelling practices.

  • 111.
    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.

  • 112.
    Lecusay, Robert
    et al.
    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.

  • 113.
    Lind, Sabine
    et al.
    Natuskolan på @upptech, Jönköpings kommun.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Lära in ute (Friluftslivets år Luften är fri)  [podcast]2021Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Sabine Lind Naturskolan på @upptech Jönköpings kommun pratar om utomhuspedagogik och Maria Hammarsten, doktorand och universitetsadjunkt i pedagogik vid Jönköping University.

  • 114.
    Livingston, Eve
    Freelance journalist, UK.
    Child health: Learning about plants could make kids happier: Academics are starting to examine the benefits of 'botanical literacies'2019Other (Other (popular science, discussion, etc.))
  • 115.
    Mattsson, Petra
    Sveriges Natur.
    Ängar som botar den utbredda växtblindheten2021Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: Hur många kan skilja en liten blåklocka från en ängsklocka? Trots att växter är grunden för nästan allt liv på jorden är det för många bara en grön kuliss. Växtblindhet är i dag en utbredd samhällssjukdom. Men botemedel finns.

  • 116. McConnachie, Malin
    et al.
    Göthson, Harold
    Hvit Lindstrand, Sara
    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).
    Inledning2021In: Förskolan som demokratisk mötesplats / [ed] H. Göthson, S. Hvit Lindstrand & M. McConnachie, Stockholm: Natur och kultur, 2021, p. 7-12Chapter in book (Other academic)
  • 117.
    Morgan, Alun
    et al.
    University of Plymouth, United Kingdom.
    Waite, Sue
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). University of Plymouth, United Kingdom.
    Getting naturally connected: Nurturing children’s affinity to Nature2019Conference paper (Other (popular science, discussion, etc.))
  • 118.
    Mourad, Khaldoon A.
    et al.
    Centre for Middle Eastern Studies, Faculty of Social Science, Lund University, Lund, Sweden.
    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, Faculty of Social Science, Lund University, Lund, Sweden.
    The sustainability of post-conflict development: The case of Algeria2019In: Sustainability, E-ISSN 2071-1050, Vol. 11, no 11, article id 3036Article in journal (Refereed)
    Abstract [en]

    The Algerian civil war, 1992-2002, affected all aspects of life in the country. Major development efforts were therefore initiated in the post-conflict era. Almost 20 years later, the economy remains fragile, and the country's large hydrocarbon revenues have not been used to develop the infrastructure for sustainability, support energy transition or reduce structural vulnerabilities. This paper provides an overview of Algerian development strategies before and after the conflict, examining in particular the orientation of major development projects involving foreign financing. Two rural development programmes are described to illustrate the outcomes of such projects. The results show that the conflict stopped or hindered many ongoing and planned development projects in the country, especially in the agriculture sector, while new investments in industry started after the conflict. The review of individual development projects further revealed that many projects between 1980-2017 had doubtful benefits with respect to long-term development goals. Initiatives tended to be discontinued once the funding period closed, and the involvement of the private sector was low. It is therefore concluded that additional attention needs to be devoted to long-term and structural impacts of development projects, including considerations regarding sustainability, demographics, and climate-related future changes. 

  • 119.
    Mourad, Khaldoon A.
    et al.
    The Centre for Sustainable Visions, Lund University, Lund, Sweden.
    Hosseini, Seyyed H.
    Centre for Advanced Middle Eastern Studies, Lund University, Lund, Sweden; Division of Water Resources Engineering, Lund University, Lund, Sweden.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER). Centre for Advanced Middle Eastern Studies, Lund University, Lund, Sweden; Centre for Environmental and Climate Research, Lund University, Lund, Sweden.
    The role of citizen science in sustainable agriculture2020In: Sustainability, E-ISSN 2071-1050, Vol. 12, no 24, article id 10375Article, review/survey (Refereed)
    Abstract [en]

    Farmers know much more than we think, and they are keen to improve their knowledge in order to improve their farms and increase their income. On the other hand, decision-makers, organizations, and researchers are increasing their use of citizen volunteers to strengthen their outcomes, enhance project implementation, and approach ecosystem sustainability. This paper assesses the role of citizen science relating to agricultural practices and covers citizen science literature on agriculture and farmers’ participation during the period 2007–2019. The literature was examined for the role of citizen science in supporting sustainable agriculture activities, pointing to opportunities, challenges, and recommendations. The study identified the following gaps: insufficient attention to (1) long-term capacity building and dialogue between academics and farming communities; (2) developing countries in the global South and smallholders; (3) agriculture trading and marketing; (4) the rationales of selecting target groups; (5) contributing to accelerated sustainability transitions. The main aim of the research projects reviewed in this study tended to focus on the research outcomes from an academic perspective, not sustainable solutions in practice or sustainability in general. More research is needed to address these gaps and to widen the benefits of citizen science in sustainable agricultural practices. 

  • 120.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Hezbollah and the Framing of Resistance2020In: Third World Quarterly, ISSN 0143-6597, E-ISSN 1360-2241, Vol. 41, no 9, p. 1595-1614Article in journal (Refereed)
    Abstract [en]

    This study builds on the insight that Hezbollah is a holistic network whose social, political, military, and cultural dimensions are all parts of a discourse of resistance. Conducting a qualitative frame analysis of speeches by Hezbollah’s General Secretary Nasrallah, supported by interviews with Hezbollah leadership privy to its ideology, this study analyzes the construction of muqawama [resistance]. Resistance is a complex social phenomenon, which can be manifested, for example, in the differences in how resistance is framed in varying contexts, often addressing different audiences. However, three unifying themes emerged from the frame analysis: diversity of resistance; normalization of resistance; and social dimensions of resistance.

  • 121.
    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 Jihadists2022In: Studies in Conflict and Terrorism, ISSN 1057-610X, E-ISSN 1521-0731, Vol. 45, no 1, p. 92-110Article 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.

  • 122.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Scandinavian Jihad2020In: Exporting Global Jihad, Volume One: Critical perspectives from Africa and Europe / [ed] Tom Smith &Hussein Solomon, I.B. Tauris, 2020, p. 187-204Chapter in book (Refereed)
  • 123.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    The Magnitude of Warfare Revisited: System Polarity and War Duration2021In: Journal of Strategic Security, ISSN 1944-0464, E-ISSN 1944-0472, Vol. 14, no 2, p. 25-46Article in journal (Refereed)
    Abstract [en]

    One of the intractable debates in the study of international conflict is the linkage between polarity and magnitude of interstate warfare. Speculations about the effects of the structure of the international system can be traced back to the Treaty of Westphalia. This article revisits this debate with a focus on war duration, which has received little attention in the literature, and presents the first theoretical discussion of the connection between polarity and war duration. It also uses a hazards model to statistically test whether five different measures of polarity are associated with war duration (1816-1992). The results provide initial support for the hypothesis that an increase in the number of poles in the state system is associated with longer wars on average. The empirical analysis and the theoretical discussion are important for understanding the consequences of the declining U.S. hegemony.

  • 124.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Vad är terrorism?2020In: Ikaros - Tidskift om människan och vetenskapen, ISSN 1796-1998, Vol. 16, no 1, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 125.
    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.))
  • 126.
    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 War2021In: The Journal of Refugee Studies, ISSN 0951-6328, E-ISSN 1471-6925, Vol. 34, no 1, p. 453-473Article 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.

  • 127.
    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.
    Surviving seemingly endless refugeeship—Social representations and strategies of Palestinian refugees in Ein El Hilweh2021In: The Journal of Refugee Studies, ISSN 0951-6328, E-ISSN 1471-6925, Vol. 34, no 3, p. 3423-3441Article in journal (Refereed)
    Abstract [en]

    Today, about 470,000 Palestinian refugees are registered with the United Nations Relief and Works Agency for Palestine Refugees in the Near East in Lebanon, with 45 per cent of them living in the 12 official Palestinian refugee camps. Previous research identified several socio-economic problems facing the Palestinian refugees in Lebanon. The refugee camps have generally been very poor and relatively dangerous places to live. Moreover, all the Palestinian camps suffer from overcrowding, unemployment, poor housing conditions, inadequate infrastructure, as well as a lack of access to justice. Although previous research has identified several difficulties with living in a Palestinian refugee camp, this study takes a fresh look at life in the largest camp in Lebanon—Ein El Hilweh. In addition to identifying such problems and difficulties, it also explores the various strategies adopted by Palestinian refugees to handle them. While acknowledging that not all problems can be resolved, these problem-solving strategies of refugees is a significant gap in the literature on refugees that warrants further investigation. The study is grounded in Serge Moscovici's theory of social representations, analyzing Palestinian refugees' shared experiences in facing difficult situations as well as their strategies for solving them.

  • 128.
    Nilsson, Marco
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Esmaiel, Leah
    Department of Media Studies, Stockholm, Sweden.
    Kurdish women and TV journalism in Iraqi Kurdistan: Experiences and strategies2021In: Journal of Arab & Muslim Media Research, ISSN 1751-9411, E-ISSN 1751-942X, Vol. 14, no 2, p. 169-188Article in journal (Refereed)
    Abstract [en]

    Few studies on female TV journalists in the Middle East have been conducted. Neither have Bourdieus theoretical concepts been used to analyse women journalists experiences of their professional practice and their strategies for navigating a male-dominated media world in the Middle East. For this unique study, ten Kurdish women journalists that work for six different TV stations in Iraqi Kurdistan were interviewed. Informed by different forms of capital, the thematic analysis revealed four themes that capture the respondents experiences and strategies: coping with perceptions of pretty dolls and honorary men; coping with the threat of violence and a bad reputation; coping with the gendered distribution of news assignments; and tackling glass ceilings and unwritten rules. A particularly interesting result of the study was that while the strategies range from proclaiming any news hard news to openly defying orders from the managers, and to claiming that ones ability to advance depends on having a strong personality, the focus is consistently on individualistic survival strategies. When masculinity and male norms still dominate the contents of symbolic capital, it may result in seemingly counterproductive practices such as the lack of a distinct we feeling among women journalists. For women journalists, the cost of transforming their cultural and social capital into symbolic capital that is effective in the journalistic field is affected by both the journalistic field and the society at large, which creates contextually bound obstacles to women journalists in Iraqi Kurdistan.

  • 129.
    Nordén, Birgitta
    et al.
    Department of Science, Mathematics and Society, Faculty of Education and Society, Malmö University, Malmö, Sweden.
    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 and Centre for Environmental and Climate Research, Lund University, Lund, Sweden; Department of Languages, Faculty of Arts and Humanities, Linnaeus University, Kalmar, Sweden.
    Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education2020In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 52, p. 319-335Article in journal (Refereed)
    Abstract [en]

    Children's early engagement in design of outdoor spaces can form the basis of later attitudes and responsible action for sustainability. The present study is part of a participatory action research project in an urban multi-ethnic preschool in Sweden, involving children, parents, preschool staff and management with a focus on improving the preschool playground. The methodology involved children taking pictures of the outdoor space, informal participant observation by one researcher and conversations with children and teachers. Analyses completed of selected fieldwork excerpts focus on learning opportunities for children and adults, children’s participation, cooperation and leadership for sustainability. Deeper awareness and confidence, and practical pedagogies for staff in preschools are required for effective sustainability education. A joint frame of reference on pedagogical practices and processes for reflection is needed within and across early childhood institutions. More continuous training of staff and preschool leadership would be of benefit. However, such commitment is ultimately a matter of policy to invest in giving preschools the means to develop and realise ambitions for environmental and sustainability education. 

  • 130. 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)
  • 131.
    Nordén, Birgitta
    et al.
    Malmö University, Sweden.
    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, Sweden.
    Transitions towards an unknown future: Non-formal learning in transnational communities for a sustainable society2019Conference paper (Refereed)
    Abstract [en]

    The study makes an inventory of learning opportunities young people were offered in connection with CEI 2016, one of the annual international conferences organized by the NGO named Caretakers of the Environment International (CEI), which year 2016 took place in Aalborg in Denmark. The learning opportunities offered by this transnational learning community are discussed in relation to some essential learning qualities to meet the comprehensive sustainability challenges facing our societies - in particular youth, who can be seen as a target group per se, many times in transition-like situations: (1) learning for uncertain future, 82) dealing with complex crossborder issues, (3) ability to collaborate, (4) take initiative and act in society. These qualities are difficult to achieve in formal school systems that are essentially organized to ensure the transmission of a specific learning content and measurable abilities. The question in this study has been inspired by a previous study in a Swedish school context (Nordén, Avery & Anderberg, 2012, Nordén, 2016), about abilities that allow high school students to get an agency towards local and global sustainability challenges. The critical skills identified were: (1) Organization/self-regulation and independent decision-making skills (2) Development of Transnational Learning Communities (3) Democratic cooperation in action. There is widespread consensus that radical new educational approaches are needed to address the challenges of our time (Breiting & Wickenberg, 2010; Mochizuki & Yarime, 2016; Reid & Scott, 2013). Traditionally, focus has been placed on transmitting an existing knowledge base. The situations we face are changing at a staggering rate, and future developments are characterized by great uncertainty. Barnett (2012) therefore claims that preparation for the unknown should be guiding in education. Young people must not only be able to explore different complex situations, but also be prepared to take initiatives to act, find solutions to major environmental and social problems, and steer up their own learning during their life journey (Almers, 2013; Barrat, Barratt-Hacking, Scott & Talbot, 2006; Öhman, 2008). In this context, one has talked about sustainability literacy (Dawe, Jucker & Martin, 2005). CEI's activities are nonformal (Mocker & Spear, 1982) in the sense that they are organized for the purpose of promoting learning for sustainability and have a well-considered overall structure, but participants can independently define the issues and projects they work with . The transnational learning community could thereby support a challenge-oriented learning (UE4SD, 2015). The results indicate that the processes are supported when young people and their teachers experience a sense of community and having a place in the local-global context. This is done both through intensive work on their own projects prior to the conference, through participation in the physical meetings during the conference and the subsequent network activities in connection with it. In order for society as a whole to take advantage of the potential of non-formal learning, alternative educational approaches need to gain increased recognition and attention. The focus has to be shifted from a narrow performance focus that values isolated results, to reflect more widely on the learning opportunities offered by different forms of education in their entirety.

  • 132.
    Nordén, Birgitta
    et al.
    Malmö University.
    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, Sweden.
    Harju, Anne
    Malmö University, Sweden.
    Åkerblom, Annika
    University of Gothenburg, Sweden.
    Practices in development: How is meaning, context and motivation created for learning for sustainability in the preschool's educational outdoor activities?2019Conference paper (Refereed)
  • 133.
    Ringdahl, Lotta
    et al.
    Lärarnas tidning.
    Al-Breihi, Ahmed
    Riskful Play.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    ”Barn har rätt till skrubbsår”2023In: Förskolan, ISSN 0015-5292Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: Riskfylld lek. Kunskapsorganisationen Riskful Play värnar barns rätt att utvecklas på sina egna villkor, men för att utvecklas krävs också lärorika miljöer som utmanar.– Barn har rätt till skrubb­­sår, säger Ahmed Al-Breihi som är projekt­ledare.

  • 134.
    Ringdahl, Lotta
    et al.
    Lärarnas tidning.
    Al-Breihi, Ahmed
    Riskful Play.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    "Risk­tagande lek är nödvändigt"2023In: Fritidspedagogik, ISSN 2003-6094, no 4, p. 28-29Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ingress: Kunskapsorganisationen Riskful Play värnar barns rätt att utvecklas på sina egna villkor, men då krävs också lärorika miljöer som utmanar. - Barn har rätt till skrubbsår, säger Ahmed AI-Breihi som är projektledare. 

  • 135.
    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)
  • 136.
    Schmidt, Catarina
    et al.
    Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF).
    Hvit Lindstrand, Sara
    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).
    Dialogisk högläsning med yngre elever – ett praktiknära forskningsprojekt i samverkan med lärare i förskoleklassen och årskurs 12021Conference paper (Refereed)
    Abstract [sv]

    Bidraget utgår från ett praktiknära projekt som genomförs i samverkan med 10 lärare, i förskoleklassen och årskurs 1, på två flerspråkiga skolor under våren 2021. Med utgångspunkt i bilderböckerna, Molnbullar (Baek, 2019) och Sagan om det röda äpplet (Lööf, 1074), iscensattes undervisning med målet att eleverna skulle ’komma in i’ det litterära verket och möta dess innehåll (Langer, 2011).  Teoretiskt utgår studien från receptionsteoretiska (Langer, 2011; Rosenblatt, 1938/1995) perspektiv och språk- och kunskapsutvecklande förhållningssätt (Cummins, 2001) med en tonvikt på upplevelsebaserad läsning (Schmidt, 2018).  

    Projektets syfte är att bidra med didaktisk kunskap om på vilka sätt dialogisk högläsning kan innebära att yngre elevers språk och läsintresse stärks.   

    De empiriska data vi utgår från är sammanställning av genomförd undervisning, lärarnas reflektionsloggar, fotografier av elevalster samt transkriberade fokusgruppsintervjuer med lärarna. Vi kommer att analysera det deltagande och den interaktion som möjliggjordes i undervisningen samt vilka uttryck och tankar kring bilderböckernas innehåll som framkom hos eleverna.  Preliminära resultat belyser betydelsen av att utgå från berättelsens innehåll, där illustrationerna intar en viktig roll, på sätt som möjliggör för eleverna att delta muntligt och kroppsligt med återkommande tillfällen att få ’vara i’ och ’förställa sig handlingen framåt’ (Langer, 2011). Sammantaget verkar dessa aspekter vara betydelsefulla för att eleverna ska kunna möta och berättelsen på sätt som stärker såväl deras språk som vilja att lyssna till lärares högläsning av barnlitteratur.  

    Referenser

    Baek, H. (2019). Molnbullar. Tranan.  

    Cummins, J. (2015). Negotiating Identities. Education for Empowerment in a Diverse Society. California Association for Bilingual Studies.  

    Langer, J. (2011). Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press.  

    Lööf, J. (1974). Sagan om det röda äpplet. Bonniers Carlsén.  

    Rosenblatt, L. (1938/1995). Literature as Exploration. The Modern Language Association of America.  

    Schmidt, C. (2018). Barns läspraktiker i ett demokratiskt samhälle. Utbildning & Demokrati, 27 (3), 77-99.  

  • 137.
    Uhrqvist, Ola
    et al.
    Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Carlsson, Lisa
    Berzeliusskolan, Linköping, Sweden.
    Kall, Ann-Sofi
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Asplund, Therese
    Department for Thematic Studies—Environmental Change, Linköping University, Sweden.
    Sustainability Stories to Encounter Competences for Sustainability2021In: Journal of Education for Sustainable Development, ISSN 0973-4082, E-ISSN 0973-4074, Vol. 15, no 1, p. 146-160Article in journal (Refereed)
    Abstract [en]

    We communicate, relate, educate and make our world meaningful through stories. Stories are integrated in and are a part of every sustainability issue. In this article, we develop the concept of sustainability stories, and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD). Literature shows that valued competences such as action competence, systems perspectives, student engagement and critical reflection have difficulties when it comes to informing educational practices in profound ways. In this article, we argue for the use of sustainability stories as an educational strategy to overcome this problem. Here the didactical tool ecolocigal, pluralism, organisations, social, economic and, agents (EPOSEA) aids teachers in enhancing their ESD classroom activities as well as providing a tool for co-producing sustainability stories. We argue for the potential of serious stories in ESD to holistically engage learners in exploring complex issues.

  • 138.
    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 functions2019Collection (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.

  • 139.
    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.

  • 140.
    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, United Kingdom.
    Hedges, Carrie
    Loynes, Chris
    Research hubs: The theory-practice nexus2020In: Research methods in outdoor studies / [ed] B. Humberstone & H. Prince, Abingdon: Routledge, 2020Chapter in book (Refereed)
  • 141.
    Waite, Sue
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Husain, F.
    SQW, United Kingdom.
    Scandone, B.
    NatCen Social Research, United Kingdom.
    Forsyth, E.
    NatCen Social Research, United Kingdom.
    Piggott, H.
    St Mungo’s charity, United Kingdom.
    Moving towards Nature?: Exploring Progressive Pathways to Engage Children and Young People from Disadvantaged Backgrounds in Nature-based Activities2021In: Leisure Activities in the Outdoors: Learning, Developing and Challenging / [ed] N. Carr, E. J. Stewart, M. Baker, CABI Publishing, 2021, p. 130-144Chapter in book (Other academic)
    Abstract [en]

    This study explores Pathways to engage children and young people from disadvantaged backgrounds in nature-based activities. It discusses challenges in balancing multiple demands on National Parks to protect biodiversity and meet human recreational needs, suggesting that regional parks that combine wild and managed areas offer a better solution than doing nothing and allowing yet further human encroachment on 'pristine' natural environments. The study concludes how the participants of the study frames and/or defines the progress in relation to nature.

  • 142.
    Waite, Sue
    et al.
    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.
    Quay, J.
    In Place(s): dwelling on culture, materiality and affect2019In: Research handbook on childhood nature: Assemblages of childhood and nature research / [ed] A. Cutter-Mackenzie, K. Malone, E. Barratt Hacking, Cham: Springer, 2019Chapter in book (Refereed)
  • 143.
    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, United Kingdom.
    Waters, Phil
    Mobilising research methods: Sensory approaches to outdoor and experiential learning research2020In: Research methods in outdoor studies / [ed] B. Humberstone & H. Prince, Abingdon: Routledge, 2020Chapter in book (Refereed)
  • 144.
    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.

  • 145.
    Westermark, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Gustafsson, Mikael
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    East Vättern Scarp landscape and sustainable meadow fodder [Case study]2019Other (Other academic)
  • 146.
    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.

  • 147.
    Åkerblom, Petter
    et al.
    SLU, Ultuna.
    Hammarsten, Maria
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Sustainability Education Research (SER).
    Pandemin blåslampa för framtidens lärande2021In: Tidskriften stad, ISSN 2001-631X, no 32, p. 65-65Article in journal (Other (popular science, discussion, etc.))
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