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  • 1.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    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), Plats, Identitet, Lärande (PIL).
    Borell, Klas
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Social scientist under threat: Resistance and self-censorship in Turkish academia2018In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527Article in journal (Refereed)
    Abstract [en]

    Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.

  • 2.
    Dinu, Radu Harald
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Oliver Jens Schmitt: Căpitan Codreanu – Aufstieg und Fall des rumänischen Faschistenführers2017In: Hungarian Historical Review, ISSN 2063-8647, Vol. 6, no 2, p. 483-485Article, book review (Other (popular science, discussion, etc.))
  • 3.
    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)
  • 4.
    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)
  • 5.
    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 perspectives2018In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Article 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.

  • 6.
    Nielsen, Laila
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Leighton, Ralph
    Theorising young people's perceptions of their citizenship2018In: Conference Book 20th Annual Children’s Identity and Citizenship European Association and 2nd Joint CitizED Association Conference Citizenship & Identity in a ‘Post-Truth’ World, Warsaw, Poland, 2018Conference paper (Other academic)
    Abstract [en]

    TITLE: THEORISING YOUNG PEOPLE’S PERCEPTIONS OF THEIR CITIZENSHIP IDENTITY LEIGHTON RALPH, CANTERBURY CHRIST CHURCH UNIVERSITY, UNITED KINGDOMNIELSEN LAILA, JÖNKÖPING UNIVERSITY, SWEDENABSTRACT: In preparation for our book, due in 2019, we recognise the need for clarity and consistency in understanding terminology and perceptions. We adopt a position within the paradigm of social justice, an essential element of which is to give voice to the powerless and unheard. We therefore focus on young learners in two countries with similar but different environments in order to identify what comes from their common Western structures and how and/or why they diverge. Sweden and England have moved from being driven by a sense of communality in the welfare states to the growth of neoliberal societal individualism. To give voice to those without the resources to deal with the responsibilities imposed by a neoliberal agenda, we must consider the nature of that agenda and of those responsibilities. To clarify citizenship in its real meaning (as opposed to the merely formal) we employ the concept of human capabilities (Amartya Sen and Martha Nussbaum) rather than human rights. As they both emphasize, the concept of capability is broader than rights. To have capability to do something it is not enough to have a right to it, prerequisites are required to enjoy that right. For example, although everyone has the right to an education51and to a dignified adult life as citizens, many live a life of powerlessness, of political, social and economic exclusion. Sufficient human capabilities are needed to receive the education necessary for citizenship in its real meaning. The three-part categorisation of citizenship proposed by Marshall (1949) provides us with a platform from which to develop insight and comprehension into how identities and belonging limit or enhance people's social citizenship. The intersectional approach as proposed by Yuval Davis (2011) enables us to interrogate such factors which combine, rather than viewing in them in isolation, while Ragin (1987) offers a useful methodological approach for this study.KW: theory, human capabilities, intersectionality, formal/real

  • 7.
    Nielsen, Laila
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Leighton, Ralph
    Canterbury Christ Church University, UK.
    Theorizing Young People's Perceptions of Their Citizenship Identity2018In: Handbook of Research on Education for Paricipative Citizenship and Global Prosperity / [ed] José A. Pineda-Alfonso (University of Seville, Spain), Nicolás De Alba-Fernández (University of Seville, Spain) and Elisa Navarro-Medina (University of Seville, Spain), IGI Global, 2018, p. 537-550Chapter in book (Refereed)
    Abstract [en]

    The paradigm of social justice gives voice to those without the resources to deal with responsibilities imposed by a neoliberal agenda. The authors focus on pupils in Sweden and England, countries which have moved from a sense of communality to the growth of neoliberal societal individualism. To clarify real citizenship (rather than formal), they apply the concepts of intersectionality and of human capabilities in place of rights, which means that people adhere to numerous simultaneous collectivities and having the capability to do something requires more than an entitlement to it. While everyone might have the right to an education and to a dignified life, many live in powerlessness and in political, social, and economic exclusion. Sufficient human capabilities are required in order to receive the education necessary for citizenship in its real meaning, and the intersectional approach enables interrogation of factors that coalesce, rather than viewing in them in isolation.

  • 8.
    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), Plats, Identitet, Lärande (PIL).
    Hard and soft targets: the lethality of suicide terrorism2018In: Journal of International Relations and Development, ISSN 1408-6980, E-ISSN 1581-1980, Vol. 21, no 1, p. 101-117Article in journal (Refereed)
    Abstract [en]

    Many scholars have assumed that suicide terrorism is the most lethal form of terrorism. Increasing lethality is important for the terrorists’ expected ability to coerce target states and may explain the increasing popularity of suicide terrorism since the 1980s. This article analyses statistically the lethality of suicide terrorism and suicide bombings with 96,649 terror incidents in the Global Terrorism Database. The results corroborate the hypothesis that suicide terrorism inflicts more casualties than other terrorist tactics. However, suicide bombings are not associated with a greater increase in the casualty rates as compared with non-suicidal terrorist tactics involving, for example, the use of firearms. Moreover, neither suicide terrorism in general nor suicide bombings in particular are associated with an increase in the count of dead when there are many soft targets to choose from, such as in Palestine and Afghanistan. The lethality of suicide bombings is the greatest when there are many hard targets, such as in Israel.

  • 9.
    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), Plats, Identitet, Lärande (PIL).
    Jihadiship: From Radical Behavior to Radical Beliefs2018In: Studies in Conflict and Terrorism, ISSN 1057-610X, E-ISSN 1521-0731Article in journal (Refereed)
    Abstract [en]

    Jihadism is a complex social phenomenon that changes people, but not always uniformly. This article argues that cognitive and behavioral radicalization can be seen as a discursive journey or jihadiship involving (e)merging ideas, problems, and solutions that change with encounters with new circumstances—both material and immaterial. The differences observed between various generations of jihadists are one manifestation of this complexity. Especially in a jihadi group, the processes of radicalization are bound to continue and take new forms, compared with those experienced in the West. Another example of the complexity of jihadiship is that not only can radical ideas lead to radical behavior, but also radical behavior can increasingly give rise to radical ideas in jihadi groups

  • 10.
    Nilsson, Marco
    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, Global Studies.
    Kurdish Women in the Kurdish-Turkish Conflict: Perceptions, Experiences, and Strategies2018In: Middle Eastern Studies, ISSN 0026-3206, E-ISSN 1743-7881, Vol. 54, no 4, p. 638-651Article in journal (Refereed)
    Abstract [en]

    This study analyzes how Kurdish women experience the violence and other consequences of the civil war raging between the PKK and the Turkish state. Interviews conducted in Istanbul, Ankara, and Diyarbakir suggest that Kurdish women experience the conflict both as members of an oppressed minority and as women. The study first focuses on identifying sources of conflict related stress that are specific to women, such as the need to be silent to protect their families, and then analyzes the strategies that Kurdish women use to deal with this stress as women, including networking and education.

  • 11.
    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), Plats, Identitet, Lärande (PIL).
    The logic of suicide terrorism: Does regime type affect the choice of targets?2018In: Behavioral Sciences of Terrorism and Political Aggression, ISSN 1943-4472, E-ISSN 1943-4480, Vol. 10, no 2, p. 176-185Article in journal (Refereed)
    Abstract [en]

    Pape (2003, 2005) famously argued that suicide terrorism is specifically designed to coerce democracies. However, also several autocracies have been targeted. This article argues that suicide attacks as a strategy of coercion rely on a general expectation of being able to raise the cost of conflict for the target state. Raising costs may require attacking different types of targets depending on the regime type one seeks to coerce. While the cost of conflict can be raised for democracies by attacking civilian targets, it can be raised for autocratic regimes if the targets are chosen strategically, for example, by focusing on actors that are particularly important for the government. The article then analyzes statically the risk of government targets being attacked with all incidents of suicide attacks in the Global Terrorism Database, 1981-2014. The results corroborate the hypothesis that the more autocratic the regime, the more likely are suicide terrorists to attack government rather than civilian targets.

  • 12.
    Nilsson, Marco
    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, Global Studies.
    Vägen till jihad2017In: Modern Psykologi, no 12Article in journal (Other (popular science, discussion, etc.))
  • 13.
    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)
  • 14.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Albin Amelins blommor är ofta förfalskade: Del 2b av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Axel Nordgren-tavla kan vara rysk: Del 1b av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Bytte tjänsterum för en falsk Hermelin-tavla: Del 5b av 62017In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 17.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    De små monumentens tisdagar: Andrées kraschlandningsplats, en rishög i Vaggeryd och annan historiekultur bortom storslagenheten2017In: Geografiska Notiser, ISSN 0016-724X, Vol. 75, no 1, p. 23-36Article in journal (Other academic)
  • 18.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Det är lockande att starta ett eget land2017In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 19.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    En av världens mest förfalskade konstnärer: Del 4b av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    En bok om en å förnyar hembygdslitteraturen2017In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 21.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research. 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, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    En historia som ständigt förnyar sig: Sevärd ny Andrée-utställning2018In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 22.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    En mindre svartvit bild av Ryssland2017In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 23.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    En rishög och en kraschlandningsplats: historiekultur bortom storslagenheten2017In: Byarums Hembygdsförening Årsskrift 2017 / [ed] Boberg, Kåre; Daun, Magnus et al, Vaggeryd: Byarums hembygdsförening , 2017, p. 24-37Chapter in book (Other academic)
  • 24.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    En rättegång om konst och signaturer: Del 3a av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Gammalt Rubens-porträtt väcker nyfikenhet: Del 6b av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Historien om konstskatten i polisens källare: Del 1a av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 27.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research. 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, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Jakten mot mittpunkten: önskan om att stå i centrum2018In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 28.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Konstsamlingen hotas av fukt och rörskador: Del 5a av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Konstskatten räddades från lågorna: Del 4a av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 30.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Disciplinary Research. 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, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Ondskan har en vardaglig botten2018In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 31.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Polisens konstsamling går en osäker framtid till mötes: Del 6a av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 32.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Polisens utredning var full av bortförklaringar: Del 2a av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Till glesbygdens försvar!2017In: Jönköpings-PostenArticle in journal (Other (popular science, discussion, etc.))
  • 34.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Vladimir Lenin: Kattälskare och massmördare2017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Svensson, Carl-Johan
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Äkta självporträtt fick falsk signatur: Del 3b av 62017In: Jönköpings-Posten, ISSN 1103-9469Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Svensson, Carl-Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    ”Dra på dig bootsen, sadla hästen och ladda knallpulverpistolen, för nu är du i Vilda Västern!”: High Chaparral, historiekommunikation och formell/informell utbildning2018Conference paper (Other academic)
  • 37.
    Svensson, Carl-Johan
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Plats, Identitet, Lärande (PIL).
    High Chaparral, historiekommunikation och formell/informell utbildning2018Conference paper (Other academic)
  • 38.
    Svensson, Carl-Johan
    et al.
    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, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Samuelsson, Tobias
    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, Praktiknära utbildningsforskning (PUF), Didactics in Social Sciences.
    Museet i bilderboken: Verklighetens museer utmanas av stereotypa barnböcker2017In: Framåt uppåt!: Samhällsdidaktiska utmaningar / [ed] Rebecka Florin Sädbom, Mikael Gustafsson & Hans Albin Larsson (huvudred.), Jönköping: Jönköping University , 2017, p. 147-170Chapter in book (Other academic)
  • 39.
    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.

  • 40.
    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.

  • 41.
    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.

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