uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Sigtuna Think Piece 7 Readings for Climate change: Ecocriticism and Climate Change Education Research
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2009 (English)In: Southern African Journal of Environmental Education, Vol. 26, 74-80 p.Article in journal (Refereed) Published
Abstract [en]

This think piece elaborates possible research connections between ecocriticism and climate change educational research, addressing the overarching question of what cultural responses to climate change can offer climate change education and climate change education research. It investigates literary critic Louise Rosenblatt’s transactional theory of reading in the context of ecocriticism and suggests a few possible climate change education research questions.

Place, publisher, year, edition, pages
2009. Vol. 26, 74-80 p.
Keyword [en]
Ecocriticism, Climate Change Education, Transaction
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-215137OAI: oai:DiVA.org:uu-215137DiVA: diva2:686308
Available from: 2014-01-10 Created: 2014-01-10 Last updated: 2014-02-10Bibliographically approved
In thesis
1. Text, Place and Mobility: Investigations of Outdoor Education, Ecocriticism and Environmental Meaning Making
Open this publication in new window or tab >>Text, Place and Mobility: Investigations of Outdoor Education, Ecocriticism and Environmental Meaning Making
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall ambition of this thesis is to investigate the approaches taken to environmental and sustainability education in outdoor education and ecocriticism in a Swedish and in an international context, to investigate environmental meaning making and to conduce to the development of analytical methods for empirical investigations of environmental meaning making. Four objectives are formulated.  

The first objective of the thesis is to analyse constitutive discursive rules and traits regarding environmental and sustainability education and environmental meaning making in outdoor education in a Swedish context and in ecocriticism. This is achieved through discourse analyses of central textbooks in outdoor education and of research and textbooks in ecocriticism.

The second objective is to investigate how different situated circumstances such as, text, place, mobility, social situations and previous experiences interplay in environmental meaning making. This is achieved through analyses of classroom communication, through analysis of nature writing and through an analysis of painted landscapes.

The third objective is to compare and critically discuss the constitutive discursive rules and traits within the two investigated educational practices ­– out door education and ecocriticism ­– in the light of the results from the investigations of environmental meaning making carried out.

The fourth objective is to develop analytical methods based on John Dewey and Louise Rosenblatt’s theories of transaction and meaning making for conducting empirical investigations of environmental meaning making in which different interplaying situational circumstances are taken into account.

The results of the thesis show that taking a transactional starting point to investigate environmental meaning making adds further understanding of the situational circumstances influencing environmental meaning making in specific situations which sheds new light to the identified approaches to environmental and sustainability education in outdoor education and ecocriticism. These results suggest that a transactional approach to environmental and sustainability education can help to clarify taken for granted assumptions regarding the nature of situational circumstances such as text, place and mobility in environmental meaning making.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2014. 100 p.
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences, 2
Keyword
Pragmatism, text analysis, environmental meaning making, outdoor education, Ecocriticism
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-215139 (URN)978-91-554-8841-3 (ISBN)
Public defence
2014-02-21, Bertil Hammer, Blåsenhus, Uppsala, 13:00 (English)
Opponent
Supervisors
Available from: 2014-01-31 Created: 2014-01-10 Last updated: 2014-02-10

Open Access in DiVA

No full text

Other links

http://www.eeasa.org.za/images/publications/eeasa_journal_26_2009/8.Paper_7.pdf

Authority records BETA

Hansson, Petra

Search in DiVA

By author/editor
Hansson, Petra
By organisation
Department of Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 461 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf