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Publications (10 of 43) Show all publications
Mickelsson, M., Kronlid, D. & Lotz-Sisitka, H. (2019). Consider the Unexpected: Scaling ESD as a matter of learning. Environmental Education Research, 25(1), 135-150
Open this publication in new window or tab >>Consider the Unexpected: Scaling ESD as a matter of learning
2019 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 1, p. 135-150Article in journal (Refereed) Published
Abstract [en]

This article aims to introduce a view of scaling as a learning process. In the article we discuss the concept of ‘scaling up’ or ‘scaling’ of Education for Sustainable Development (ESD) activities on the basis of how ‘scaling up’ ESD is highlighted in the UNESCO Global Action Programme (GAP) on ESD. Drawing on a Deweyan theory of learning as processes of transactional encounters, the article presents a conceptual framework of scaling-ESD- activities-as-learning. This conceptual framework is intended to have implications for ESD policy and ESE research. The theoretical specications and practical implications presented are results of data collected using a participatory research approach (Re-Solve) and an abductive analysis. In this article, we argue that viewing scaling as a learning process enables a nuanced notion of scaling ESD-activities. This should be seen in relation to (a) complex sustainability challenges, (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of signicant importance to scaling research.

Keywords
scaling, education for sustainable development, biosocial becomings, global action programme on education for sustainable development, expansive learning
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-327985 (URN)10.1080/13504622.2018.1429572 (DOI)000464582800009 ()
Projects
Scaling of Education for Sustainable Development
Available from: 2017-08-14 Created: 2017-08-14 Last updated: 2020-01-16Bibliographically approved
Melin, A. & Kronlid, D. (2019). Energy Scenarios and Justice Towards Future Humans: An Application of the Capabilities Approach to the Case of Swedish Energy Politics. Etikk i praksis, 13(1), 39-54
Open this publication in new window or tab >>Energy Scenarios and Justice Towards Future Humans: An Application of the Capabilities Approach to the Case of Swedish Energy Politics
2019 (English)In: Etikk i praksis, ISSN 1890-3991, E-ISSN 1890-4009, Vol. 13, no 1, p. 39-54Article in journal (Refereed) Published
Abstract [en]

Energy production and consumption give rise to issues of justice for future humans. By analysing a specific case - Swedish energy politics - this article contributes to the discussion of how consideration for future humans should affect energy policy making. It outlines three different energy scenarios for the period 2035-2065 - the nuclear-renewables, the renewables-low and the renewables-high scenarios - and assesses them from the point of view of justice for future individuals by using the capabilities approach as a normative framework. We cannot make a definitive assessment of the different scenarios due to the great uncertainties involved in determining the impacts on individuals living between 2035 and 2065 and individuals born thereafter, but we still conclude that we have certain reasons to prefer the renewables-low scenario since it avoids certain risks connected with the other scenarios. The economic growth in this scenario is lower than in the others, but we question whether this is a disadvantage from the point of view of the capabilities approach.

Place, publisher, year, edition, pages
AKADEMIKA AS, AKADEMIKA FORLAG, 2019
Keywords
energy scenarios, justice, future generations, capabilities approach
National Category
Environmental Sciences
Identifiers
urn:nbn:se:uu:diva-398434 (URN)10.5324/eip.v13i1.2749 (DOI)000497172300004 ()
Funder
Swedish Research Council, 421-2013-781
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06Bibliographically approved
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
Hofverberg, H. & Kronlid, D. (2018). Human-material relationships in environmental and sustainability education: an empirical study of a school embroidery project. Environmental Education Research, 24(7), 955-968
Open this publication in new window or tab >>Human-material relationships in environmental and sustainability education: an empirical study of a school embroidery project
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 7, p. 955-968Article in journal (Refereed) Published
Abstract [en]

In recent discussions about the widening and opening up of anthropocentric perspectives in environmental and sustainability education (ESE) research, a recurrent issue has been what reasonably could be a subject of inquiry and an agent of knowledge. This article aims to showcase an empirical study of the relevance of human-material relationships in crafting learning processes by following an embroidery project with year 8 students in the Swedish craft subject of educational sloyd. How the human-material correspondence unfolds in the crafting learning process is analysed with the aid of Ingold's practice of correspondence and SOrensen's notion of participation, performance and imagination. Rather than assuming that materials contribute to certain environmental and sustainability aims, the analysis empirically demonstrates how the human-material correspondence unfolds. The analysis identifies three human-material relationships: attuning, troubling and tracing correspondence. Drawing on the findings, the human-material relevance for environmental and sustainability education and research is further discussed.

National Category
Learning
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-362790 (URN)10.1080/13504622.2017.1358805 (DOI)000441636900003 ()
Available from: 2018-10-10 Created: 2018-10-10 Last updated: 2019-01-09Bibliographically approved
Kronlid, D., Sandell, K., Svennbeck, M., Öhman, J. & Östman, L. (2015). Inledning. In: Leif Östman (Ed.), Naturmötespraktiker och miljömoraliskt lärande: (pp. 9-20). Uppsala University
Open this publication in new window or tab >>Inledning
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2015 (Swedish)In: Naturmötespraktiker och miljömoraliskt lärande / [ed] Leif Östman, Uppsala University, 2015, p. 9-20Chapter in book (Refereed)
Place, publisher, year, edition, pages
Uppsala University, 2015
Series
Acta Universitatis Upsaliensis, ISSN 0346-5462Studia didactica Upsaliensia, ISSN 1654-8426 ; 7
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-362769 (URN)978-91-554-8611-2 (ISBN)
Available from: 2018-10-10 Created: 2018-10-10 Last updated: 2019-01-02Bibliographically approved
Lotz-Sisitka, H., Wals, A. E. J., Kronlid, D. & McGarry, D. (2015). Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73-80
Open this publication in new window or tab >>Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction
2015 (English)In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 16, p. 73-80Article in journal (Refereed) Published
Abstract [en]

The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.

National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-274353 (URN)10.1016/j.cosust.2015.07.018 (DOI)000366332500011 ()
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2016-01-21 Created: 2016-01-21 Last updated: 2017-11-30Bibliographically approved
Kronlid, D. O. (2014). Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy (1ed.). New York: Palgrave Macmillan
Open this publication in new window or tab >>Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy
2014 (English)Book (Refereed)
Abstract [en]

Climate Change Adaptation and Human Capabilities explores learning, health, mobility, and play as climate capabilities and produces new insights into the depth of climate change impact on social life.

Abstract [sv]

Idag är många forskare och internationella aktörer inom det civila samhället, företagsvärlden och politiken överens om att globala klimatförändringar innehåller viktiga rättvisefrågor. Inför kommande klimatförhandlingar står den globala gemenskapen inför utmaningar som att ytterligare dra ned på klimatförändrande utsläpp och att anpassa sig till nuvarande och kommande klimatförändringar på ett sätt som överensstämmer med människors rätt till ett värdigt liv. Frågan hur parterna i kommande klimatförhandlingar ska väga olika nationer, sociala grupper och individers intressen och värderingar mot varandra är central. Vilka länder och aktörer bär ansvaret för att sårbara nationer, grupper och individer ges möjligheter att anpassa sig till framtida klimatförändringar? Trots att klimatförändringarna väcker viktiga etiska frågor och behovet av att klargöra vilka etiska överväganden som behöver göras inför kommande klimatförhandlingar är stort, saknas grundläggande etisk forskning om klimatförändringarnas värderingsdimension. Mot bakgrund av detta syftar projektet Ett rättvist klimat till att klargöra vilka grundläggande värden som hotas av klimatförändringarna. Projektets huvudfråga är: Är det möjligt att utveckla en övergripande klimatförändringarnas etik? För att besvara den frågan analyseras för det första talet om rättvisa bland forskare och internationella aktörer inom det civila samhället, företagsvärlden och politiken. För att kunna klargöra om klimatförändringarna hotar grundläggande värden, används för det andra en teori om grundläggande förmågor för att skilja ut centrala värden från mer marginella värden. För att utveckla en tydlig och inte enbart generell klimatförändringarnas etik utförs för det tredje en analys av norska icke-västerländska invandrares behov av grundläggande förmågor för att hantera och anpassa sig till klimatförändringarna. I denna sista del av projektet analyseras även frågan om vem som har ansvar för att se till att denna grupp människor kan utveckla sådana förmågor. Projektet bidrar med grundläggande etisk kunskap inför framtida klimatförhandlingar. Dessutom ger projektet metodologisk kunskap för framtida kontextuella etiska analyser av klimatförändringarnas påverkan på människors möjligheter till ett värdigt liv.

Place, publisher, year, edition, pages
New York: Palgrave Macmillan, 2014. p. 180 Edition: 1
Keywords
capabilities approach, climate change, climate change adaptation, transformative learning, play, mobility, salutogenic health
National Category
Ethics
Research subject
Ethics; Curriculum Studies; Geography; Philosophy
Identifiers
urn:nbn:se:uu:diva-283051 (URN)10.1057/9781137428042 (DOI)978-1-137-42804-2 (ISBN)978-1-137-43627-6 (ISBN)
Projects
Climate Capabilities
Funder
Swedish Research Council Formas, 2006-2247
Available from: 2016-04-09 Created: 2016-04-09 Last updated: 2016-04-21
Hansson, P., Kronlid, D. O. & Östman, L. (2014). Encountering Nature on the Move. A transactional analysis of Jenny Diski's Travelogue Daydreaming and Smoking around America with interruptions.. In: Steven Hartman (Ed.), Counter Nature(s): . Amsterdam & New York: Rodopi
Open this publication in new window or tab >>Encountering Nature on the Move. A transactional analysis of Jenny Diski's Travelogue Daydreaming and Smoking around America with interruptions.
2014 (English)In: Counter Nature(s) / [ed] Steven Hartman, Amsterdam & New York: Rodopi , 2014Chapter in book (Refereed)
Place, publisher, year, edition, pages
Amsterdam & New York: Rodopi, 2014
Series
Studies in Environmental Humanities
Keywords
nature writing, Dewey, mobility, transaction
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-215133 (URN)
Available from: 2014-01-10 Created: 2014-01-10 Last updated: 2014-02-10
Kronlid, D. O. & Grandin, J. (2014). Mobile Adaptation. In: David O. Kronlid (Ed.), Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy (pp. 47-74). New York: Palgrave Macmillan
Open this publication in new window or tab >>Mobile Adaptation
2014 (English)In: Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy / [ed] David O. Kronlid, New York: Palgrave Macmillan, 2014, p. 47-74Chapter in book (Other academic)
Place, publisher, year, edition, pages
New York: Palgrave Macmillan, 2014
National Category
Social and Economic Geography
Research subject
Geography
Identifiers
urn:nbn:se:uu:diva-237803 (URN)978–1–137–43627–6 (ISBN)
Available from: 2014-12-05 Created: 2014-12-05 Last updated: 2015-03-25
Kronlid, D. O. & Ohman, J. (2013). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, 19(1), 21-44
Open this publication in new window or tab >>An environmental ethical conceptual framework for research on sustainability and environmental education
2013 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 1, p. 21-44Article in journal (Refereed) Published
Abstract [en]

This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.

Keywords
value-oriented environmental ethics, relation-oriented environmental ethics, education for sustainable development, environmental education, conceptual framework
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-197407 (URN)10.1080/13504622.2012.687043 (DOI)000315192700002 ()
Available from: 2013-04-01 Created: 2013-03-25 Last updated: 2017-12-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7956-6159

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