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Östman, Leif
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Publications (10 of 166) Show all publications
Håkansson, M., Kronlid, D. O. O. & Östman, L. (2019). Searching for the political dimension in education for sustainable development: Socially critical, social learning and radical democratic approaches. Environmental Education Research, 25(1), 6-32
Open this publication in new window or tab >>Searching for the political dimension in education for sustainable development: Socially critical, social learning and radical democratic approaches
2019 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 1, p. 6-32Article in journal (Refereed) Published
Abstract [en]

By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.

Keywords
Sustainable development, political dimension, conflict, kwowledge overview
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-335950 (URN)10.1080/13504622.2017.1408056 (DOI)000464582800002 ()
Available from: 2017-12-11 Created: 2017-12-11 Last updated: 2019-05-09Bibliographically approved
Håkansson, M. & Östman, L. (2019). The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research, 25(4), 585-600
Open this publication in new window or tab >>The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension
2019 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 4, p. 585-600Article in journal (Refereed) Published
Abstract [en]

This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the 'political moment model' for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe's theory of the political and various scholars' work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students' experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2019
Keywords
Political moment, Mouffe, Dewey, political emotion, bodily sensation
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-390278 (URN)10.1080/13504622.2017.1422113 (DOI)000475360700008 ()
Available from: 2019-09-12 Created: 2019-09-12 Last updated: 2019-09-12Bibliographically approved
Van Poeck, K. & Östman, L. (2018). Creating space for "the political" in environmental and sustainability education practice: a Political Move Analysis of educators' actions. Environmental Education Research, 24(9), 1406-1423
Open this publication in new window or tab >>Creating space for "the political" in environmental and sustainability education practice: a Political Move Analysis of educators' actions
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 9, p. 1406-1423Article in journal (Refereed) Published
Abstract [en]

Literature about education's role in realising a more sustainable world emphasises the importance of acknowledging democratic and political challenges in environmental and sustainability education (ESE). This article offers an empirically grounded theoretical and methodological contribution to future research on how the political' is introduced, handled and experienced in ESE practice. It presents an analytical method, Political Move Analysis', for investigating how educators' actions open-up or close down a space for the political in learners' meaning-making. The method has been developed through empirical case studies that allowed to identify a variety of politicising' and de-politicising moves' performed by educators. Through these moves, educators can engage in very diverse teaching practices which differently affect the direction of people's meaning-making. These findings are theoretically discussed in view of how to understand the entanglement of the educative and the political in ESE. Prospects for future research and for inspiring teaching practice are pointed out.

Keywords
Environmental and sustainability education, ecological footprint, community supported agriculture, the political, transaction, Epistemological Move Analysis, Political Move Analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-371134 (URN)10.1080/13504622.2017.1306835 (DOI)000450568100012 ()
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Andersson, J., Garrison, J. & Östman, L. (2018). Empirical Philosophical Investigations in Education and Embodied Experience. Springer Publishing Company
Open this publication in new window or tab >>Empirical Philosophical Investigations in Education and Embodied Experience
2018 (English)Book (Refereed)
Place, publisher, year, edition, pages
Springer Publishing Company, 2018
Series
The Cultural and Social Foundations of Education
National Category
Philosophy
Identifiers
urn:nbn:se:uu:diva-349173 (URN)978-3-319-74609-8 (ISBN)
Available from: 2018-04-23 Created: 2018-04-23 Last updated: 2018-05-31Bibliographically approved
Ryder, J., Lidar, M., Lundqvist, E. & Östman, L. (2018). Expressions of agency within complex policy structures: Science teachers’ experiences of education policy reforms in Sweden. International Journal of Science Education, 40(5), 538-563
Open this publication in new window or tab >>Expressions of agency within complex policy structures: Science teachers’ experiences of education policy reforms in Sweden
2018 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 5, p. 538-563Article in journal (Refereed) Published
Abstract [en]

We explore the experiences of school science teachers as they enact three linked national curriculum and assessment policy reforms in Sweden. Our goal is to understand teachers' differing responses to these reforms. A sample of 13 teachers engaged in 2 interviews over a 6-9-month period. Interviews included exploration of professional background and school context, perceptions of the aims of the policy reforms and experiences of working with these reforms in the classroom. Analysis was guided by an individual-oriented sociocultural perspective on professional agency. Here teaching is conceptualised as an ongoing interplay between teachers' knowledge, skills and personal goals, and the characteristics of the social, institutional and policy settings in which they work. Our analysis shows that navigating the ensuing continuities and contradictions results in many different expressions of teacher agency, e.g. loss of autonomy and trust, pushing back, subversion, transfer of authority, and creative tensions. Typically, an individual teacher's enactment of these reforms involved several of these expressions of agency. We demonstrate that the sociocultural perspective provides insights into teachers' responses to education policy reform likely to be missed by studies that focus largely on individual teacher knowledge/beliefs about reform or skills in implementing' reform practices.

National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-311216 (URN)10.1080/09500693.2018.1435921 (DOI)000428300600004 ()
Projects
Grades and national tests in year 6: potential influence on Science teaching
Funder
Swedish Research Council, UVK 2012-5769
Available from: 2016-12-22 Created: 2016-12-22 Last updated: 2018-06-20Bibliographically approved
Lidar, M., Karlberg, M., Almqvist, J., Östman, L. & Lundqvist, E. (2018). Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing. Scandinavian Journal of Educational Research, 62(5), 754-768
Open this publication in new window or tab >>Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing
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2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 5, p. 754-768Article in journal (Refereed) Published
Abstract [en]

Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasised by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which is compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
Teaching traditions, science education, standardized tests, teacher survey, educational change
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-293941 (URN)10.1080/00313831.2017.1306802 (DOI)000442296200007 ()
Projects
NATIONELLA PROV I BIOLOGI, FYSIK OCH KEMI: EVENTUELL BETYDELSE FÖR LÄRARES UNDERVISNING OCH BEDÖMNING
Funder
Swedish Research Council, 2010-5153Swedish Research Council, 2012-5023
Available from: 2016-05-15 Created: 2016-05-15 Last updated: 2018-11-05Bibliographically approved
Håkansson, M., Östman, L. & Van Poeck, K. (2018). The political tendency in Environmental and sustainability education: a construction of an educational typology. European Educational Research Journal (online), 17(1), 91-111
Open this publication in new window or tab >>The political tendency in Environmental and sustainability education: a construction of an educational typology
2018 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 17, no 1, p. 91-111Article in journal (Refereed) Published
Abstract [en]

This article presents a categorisation of the different situations in which the political can be handled and experienced in environmental and sustainability education practice: the ‘political tendency’. Using a methodology inspired by Wittgenstein’s user perspective on language, we empirically identified situations that express the political tendency by looking for language games centred around the question how to organise social life recognising that this inevitably requires decision-making about different and competing alternatives. Classifying these situations resulted in a typology (the political tendency) that distinguishes ‘Democratic participation’, ‘Political reflection’, ‘Political deliberation’ (sub-divided into ‘Normative deliberation’, ‘Consensus oriented deliberation’ and ‘Conflict oriented deliberation’) and ‘Political moment’. Next, we discuss the developed typology from an educative perspective, showing that the distinguished situations in the political tendency differ as to how they enable the foregrounding and backgrounding of different educational goals: preparation, socialisation and person-formation (i.e. identification and subjectification as perspectife shifting and subjectification as dismantling). 

Keywords
Environmental education; education for sustainable development; the political; Wittgenstein; participation; reflection; deliberation; conflict; consensus; political moment; preparation; socialisation; subjectification.
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-293439 (URN)10.1177/1474904117695278 (DOI)000418959000006 ()
Available from: 2016-05-13 Created: 2016-05-13 Last updated: 2019-06-19Bibliographically approved
af Geijerstam, Å., Runeson, J., Nilholm, C., Östman, L. & Ingelshed, L. (2017). Att skriva faktatext i fyran. In: Almqvist, Jonas, Hamza, Karim, Olin, Anette (Ed.), Undersöka och utveckla undervisning.: Professionell utveckling för lärare. (pp. 67-84). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva faktatext i fyran
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2017 (Swedish)In: Undersöka och utveckla undervisning.: Professionell utveckling för lärare. / [ed] Almqvist, Jonas, Hamza, Karim, Olin, Anette, Lund: Studentlitteratur AB, 2017, p. 67-84Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-345442 (URN)9789144114170 (ISBN)
Available from: 2018-03-09 Created: 2018-03-09 Last updated: 2018-03-09
Östman, L., Svanberg, S. & Aaro Östman, E. (2017). Educación para el desarrollo sostenible en la práctica. VVOB Educacion para el desarrollo och WWF
Open this publication in new window or tab >>Educación para el desarrollo sostenible en la práctica
2017 (Spanish)Book (Other academic)
Place, publisher, year, edition, pages
VVOB Educacion para el desarrollo och WWF, 2017. p. 174
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-362826 (URN)978-9942-9932-3-6 (ISBN)
Note

Ursprungligen utgiven på engelska 2013: From Vision to lesson: Education for sustainable development in practise

Available from: 2018-10-10 Created: 2018-10-10 Last updated: 2020-02-03Bibliographically approved
Rudsberg, K., Östman, L. & Aaro Östman, E. (2017). Students' meaning making in classroom discussions: the importance of peer interaction. Cultural Studies of Science Education, 2(3), 709-738
Open this publication in new window or tab >>Students' meaning making in classroom discussions: the importance of peer interaction
2017 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 2, no 3, p. 709-738Article in journal (Refereed) Published
Abstract [en]

The aim is to investigate how encounters with peers affect an individual's meaning making in argumentation about socio-scientific issues, and how the individual's meaning making influences the argumentation at the collective level. The analysis is conducted using the analytical method ''transactional argumentation analysis'' (TAA) which enables in situ studies. TAA combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy with an argument analysis based on Toulmin's argument pattern. Here TAA is developed further to enable analysis that in detail clarifies the dynamic interplay between the individual and the collective-the intraand the inter-personal dimensions-and the result of this interplay in terms of meaning making and learning. The empirical material in this study consists of a video-recorded lesson in a Swedish upper secondary school. The results show that the analysed student is influenced by peers when construing arguments, and thereby acts on others' reasoning when making meaning. Further, the results show that most of the additions made by the analysed student are taken further by peers in the subsequent discussion. This study shows how an individual's earlier experiences, knowledge and thinking contribute to the collective meaning making in the classroom.

Place, publisher, year, edition, pages
Springer, 2017
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-293932 (URN)10.1007/s11422-015-9721-5 (DOI)000411115300010 ()
Available from: 2016-05-15 Created: 2016-05-15 Last updated: 2017-12-14Bibliographically approved
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