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  • 1.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Hälsovetenskapliga institutionen, Örebro universitet.
    Öhman, Johan
    Pedagogiska institutionen, Örebro universitet.
    Öhman, Marie
    Hälsovetenskapliga institutionen, Örebro universitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

  • 2. Cherniak, Brett
    et al.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Critiquing the Role of Deliberative Democracy in EE and ESD: The Case for Effective Participation and Pragmatic Deliberation2012Conference paper (Other academic)
    Abstract [en]

    There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This article explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there are few good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.

  • 3.
    Hansson, Petra
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Interdisciplinary Transgression – The Writing Process2005Conference paper (Other academic)
  • 4.
    Hansson, Petra
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Encountering Nature on the Move. A transactional analysis of Jenny Diski's Travelogue Daydreaming and Smoking around America with interruptions.2014In: Counter Nature(s) / [ed] Steven Hartman, Amsterdam & New York: Rodopi , 2014Chapter in book (Refereed)
  • 5.
    Hofverberg, Hanna
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Human-material relationships in environmental and sustainability education: an empirical study of a school embroidery project2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 7, p. 955-968Article in journal (Refereed)
    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.

  • 6.
    Håkansson, Michael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David O. Olof
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Searching for the political dimension in education for sustainable development: Socially critical, social learning and radical democratic approaches2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 1, p. 6-32Article in journal (Refereed)
    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.

  • 7.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Etikens bidrag till pragmatiska studier av moraliskt meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 139-158Article in journal (Refereed)
  • 8.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Miljöetik i praktiken: åtta fall ur svensk miljö- och utvecklingshistoria2005Book (Other academic)
    Abstract [en]

    Sedan 1970-talets början har miljöetiken vuxit till att bli ett centralt ämne inom miljö- och utvecklingsstudier och hållbarhetsforskning. Genom att utgå från konkreta fall ur svensk miljö- och utvecklingspraktik vill författaren föras amman den miljöetiska teorin med konkreta händelser som av många uppfattas som moraliskt problematiska. Läsaren får en inblick i åtta svenska fall som fungerar som utgångspunkt för olika miljöetiska reflektioner. I och med detta får läsaren kunskap om olika sätt att använda sig av miljöetisk teori och om framträdande miljöetiska teorier och deras relevans för praktiska miljömoraliska frågor.

  • 9.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Mobility as Capability2008In: Gendered mobilities, Aldershot: Ashgate, 2008Chapter in book (Refereed)
    Abstract [en]

    The paper approaches gender and mobility from the perspective of the capability approach. It suggests that the question of whether mobility should be regarded as a distinct capability is a matter of theoretical and practical reasoning and offeres several theoretical reasons for why it is reasonable to add mobility to a list of capabilities.

    It is suggested that mobility should be regarded as intrinsic to human well-being and that spatial/social/existential mobility should, although interrelated to other capabilities on a given list, be separated from them.

    One reason for this is that spatial mobility has already been presented as a distinct capability, and social and existential mobility are implicated in various capability lists. This, taken together with the multidimensional nature of mobility presented in various aspects of mobility research, is perhaps the strongest argument for why mobility, in all its aspects, should be considered a fundamental distinct capability for a life of dignity; to be mobile is intrinsic to human well-being.

    A second reason is that what is refered to as existential mobility (the capability of being emotionally, mentally, and intellectually moveable) is suggested in several of the capability lists and that because being spatially mobile always also means being socially and existentially mobile, the case for mobility as a distinct capability is strengthened.

    Finally is is concluded that if it is reasonable to regard social/spatial/existential mobility as a distinct capability, this will have important consequences for research concerning justice and gender in a number of suggested research areas.

  • 10.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Strukturell miljöorättvisa : en miljöetisk diskussion om Hormoslyrbesprutningens Konsekvenser2005Conference paper (Other academic)
  • 11.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att vara i rörelse: Etiska perpektiv på miljö, moral och mobilitet2010In: Religion som rörelse: Exkursioner i rum, tro och mobilitet / [ed] Sigurd Bergmann, Trondheim: Tapir förlag , 2010, 1, p. 153-171Chapter in book (Other academic)
  • 12.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    “Climate Capability Discourses. Eller: Samtal om grundläggande klimatförmågor”Manuscript (preprint) (Other academic)
  • 13.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy2014 (ed. 1)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.

  • 14.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Global climate ethics – what is at stake?2009In: Climate Challenges - the Safety's off / [ed] Birgitta Johansson, Stockholm: FORMAS , 2009, p. 383-394Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    Kronlid, David O
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ”I Ur och Skurs miljöetiska värdegrund”Manuscript (preprint) (Other academic)
  • 16.
    Kronlid, David O
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Klimatdidaktik: att undervisa för framtiden2010Collection (editor) (Other academic)
    Abstract [sv]

    Klimatdidaktik syftar dels till att konkretisera utbildning för hållbar utveckling genom att ta fasta på ett specifikt miljö- och utvecklingsproblem - Klimatfrågan. Inte sällan behandlar utbildning för hållbar utveckling (ESD) -undervisning på svensk lärarutbildning tämligen allmänna och generella frågor. Boken erbjudar ett alternativ till detta. Vidare syftar boken till att klargöra på vilka sätt klimatförändringarna kan vara ämnesinnehållsdidaktiskt relevanta - såväl teoretiskt som i praktik. För det tredje syftar boken till att ge didaktisk och miljödidaktisk forskning en röst i en tämligen ensidig klimatdiskurs.

    Målgruppen är i första hand lärarstudenter vid svenska högskolor och universitet och yrkesverksamma lärare i den svenska skolan som inte tidigare arbetat med ESD eller med klimatfrågan i sin undervisning. Även andra aktörer inom utbildning och lärande för hållbar utveckling bör ha glädje av boken såsom utomhus-, och friluftspedagoger, studieförbund, världsnaturfonden, svenska naturskyddsföreningen, globala skolan och SIDA. En annan viktig målgrupp är forskare inom utbildning för hållbar utveckling och miljödidaktik, inte minst kan kapitalförfattarnas ämnesinnehållsorienterade fokus bidra till att berika  doktoranders kunskap. Till målgruppen hör även anställda och studenter vid ämnesövergripande institutioner eller centra inom svensk högskola och universitet som sedan länge bedriver högre utbildning för hållbar utveckling men som kanske saknar en didaktisk problematisering av sin pedagogiska profil.

  • 17.
    Kronlid, David O
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Klimaträttvisa och praktisk etisk reflektion2010In: Klimatdidaktik: att undervisa för framtiden / [ed] David O. Kronlid, Stockholm: Liber , 2010, 1, p. 124-145Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Kronlid, David O
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Mapping a Moral Landscape of IPCC2010In: Religion and Dangerous Environmental Change: Transdisciplinary Perspectives on the Ethics of Climate and Sustainability / [ed] Sigurd Bergmann & Dieter Gerten, Berlin, Münster, Zürich, London: LIT Verlag, 2010Chapter in book (Other academic)
    Abstract [en]

    Public discourse indicates that e.g. researchers, churches, economists, lay people, climate experts, policymakers, artists and educators agree that climate change1 involves serious moral challenges to glocal communities. Still, with some exceptions moral philosophers and ethicists have not paid attention to the moral dimension of mitigation, adaptation and vulnerability. Thus, this chapter and this book are unusual voices in a slowly expanding field of crossdisciplinary climate change research in highlighting meanings of ethical aspects of climate change. The main purpose of this chapter is to identify and clarify the ethical content of current climate change discourse. This is accomplished by answering the question of what a climate change moral landscape would look like according to the Intergovernmental panel of climate change (IPCC)4 from the point of view of the capabilities approach (TCA). Thus, the results reported in this chapter stems from an ethical5 analysis of selected documents from IPCC’s fourth assessment report (AR4).6 This reading (or mapping) of IPCC is related to climate change philosophy, anthropology, theology and mobility research. Following this introduction, the second part produces a theoretical and methodological framework for the analysis and it also includes a short introduction to TCA. The third and main section presents results of the analysis. The final part includes conclusions and a discussion of the results as well as comments on and suggestions for further research.

  • 19.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ”Miljöetiska naturmöteanalyser”Manuscript (preprint) (Other academic)
  • 20.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mobile humans – an Ecofeminist Perspective on what it means and why that Matters2005Conference paper (Other academic)
  • 21.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Moving and Mooring in Climatic Times: A Capability Approach2010Conference paper (Other academic)
    Abstract [en]

    The main aim of this paper is to introduce a discussion about mobility as a climate capability and as a framing of a creative discussion of climate change justice in the context of the capabilities approach and mobility. The main question is: What does it mean to be mobile in climatic times?The paper focuses on mobility as climate capability and relays reflections presented in a special issue of the Journal of Human Development and Capabilities on mobility and development (2010). The concept of holistic mobility is introduced and placed in a climate change context drawing on capabilities research on mobility and on mobilities research with special reference to the so-called mobilities paradigm in social science and the humanities.Mobility is generally considered one of several human capabilities and it is here suggested that climate change research could benefit from embracing a complex concept of mobility rather than what is offered in the literature at present. For example, the mobility as migration concept often overemphasises the moving aspects of mobility whilst underemphasising mobility’s mooring aspects. Further, it tends to focus on one of several mobilities, i.e. geographical or mobility, with the risk of leaving other, interrelated, social and existential mobilities out of sight, out of mind.The paper interrelates the fields of climate change vulnerability, capabilities and mobility thus links social justice to the ability to be moving and mooring in climatic times.

  • 22.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Moving-and-Mooring in Uncertain Terrains: A Capabilities Approach to Climate Change Ethics2013Conference paper (Other academic)
    Abstract [en]

    The main purpose of this article is to introduce a discussion about ethics and mobility in a climate change context. This is accomplished through a con-ceptual analysis of holistic mobility as positive freedom drawing on both mobilities and capabilities research. The analysis interrelates both theoreti-cally and methodologically the fields of climate change ethics, the capabili-ties approach, and recent mobilities research to link social ethics issues to wellbeing in the context of climate change vulnerability and adaptation. The article relays capabilities research on mobility and builds on and de-velops the concept of holistic mobility drawing on the recent so-called mo-bilities turn in social science and the humanities. It is argued that the concept of holistic mobility as a capability, may fur-ther inform the significance of mobility as an analytical lens in climate change ethics. Holistic mobility is presented as an alternative concept to geographical and/or social mobility, which often underplay the existential dimension of mobility, mobility's mooring aspects as well as the interrela-tions between moving and mooring. Thus, the article concludes that it is important to highlight the simultaneousness of existential, geographical and social mobility and that "existential mobility" should be considered in cli-mate change ethics in order to get an informed notion of the moral challeng-es associated with the mobility-wellbeing-climate change nexus.

  • 23.
    Kronlid, David O
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ”Naturskolans miljöetiska värdegrund”Manuscript (preprint) (Other academic)
  • 24.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ”Playing at Climate Change"Manuscript (preprint) (Other academic)
  • 25.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Tvingad till tvärvetenskap2004Conference paper (Other (popular science, discussion, etc.))
  • 26.
    Kronlid, David O
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    What Modes of Moving Do to Me: Reflections about Technogenic Processes of Identification2008In: Spaces of Mobility: essays on the planning, ethics, engineering and religion of human motion / [ed] Sigurd Bergmann, Thomas Hoff and Tore Sager, London: Equinox , 2008, p. 125-154Chapter in book (Other academic)
    Abstract [en]

    This essay deals with an overlooked issue in the discourse of mobility and environmental ethics: what modes of moving do to me. I suggest that this issue makes more sense with regard to current research on ecopsychology, environmental psychology, postmodern theories, ecological feminism, ecotheology and the mobility discourse than the more common question: what are the best environmental consequences of our use of mobile machines? Starting from a social construction of technology or technosocial point of view (Bauchspies et al. 2006), according to which ‘technology is neither autonomous nor neutral, but dependent on particular social origins’ (Deane-Drummond 2004: 90), I suggest that discussions of the environmental ethical significance of mobile machines cannot be limited to their effects on the environment.The main aim of this essay is to introduce the concept of technogenic and impure identification processes and to suggest that this concept can generate new important questions for environmental mobility ethics. I suggest that the idea of technogenic and impure identifications might serve as a starting point for a new critical ethical endeavour that includes developing an understanding of a sustainable culture of automobility, along with generating new environmental awareness in this context, and a concept of environmental ethics that does not exclude relationships with machines.

    Accordingly, the main questions are: what does it mean to engage in identification processes with mobile machines; how are technogenic and impure identification proc- esses connected to mobility; what kinds of questions would the concept of technogenic and impure identification processes pose for environmental mobility ethics?

    The essay is interdisciplinary in so far as I use selected material from sociology, theoretical and empirical ecopsychology, ecotheology, ecological feminism, transport and planning research, postmodern theories and robotics. To some extent this is also a transdisciplinary work, since I shall also draw on my own experiences of having relationships with mobile machines.I shall discuss different concepts or views of the relationships between self, nature and machines. That is, I presuppose that individual and cultural views of the self and of machines have a bearing on our understandings of what constitutes a moral issue and how moral issues can be dealt with in the context of sustainable development.

    I suggest that if we (may) engage in technogenic identification processes, this implies that we may see ourselves as impure mobile moral agents. Furthermore, I argue that the idea of mobile moral agents as impure can help develop our environmental ethical reflections on mobility in the context of sustainable development.The essay consists of eight sections. First, I introduce the main aims and questions of the essay. I then present the theoretical background for my reflections, and discuss the concept of mobility. I suggest that mobility as potential movement allows for the discussion of three modes and spaces of mobility: internal and external embodied space, geographical space and existential space. Additionally, I suggest that potential mobility in existential space (motility) is a prerequisite for identification proc- esses. In the following sections I introduce a typology of anthropogenic, ecogenic and technogenic identification processes. Following research in empirical environ- mental psychology, I suggest that identification with mobile machines (may) involve the same or similar aspects as identification with non-human organisms. I go on to discuss ideas of impure identification processes and the cyborg as an environmental ethical ideal and impure border dweller. Finally, I conclude with a discussion of what modes of moving may do to us and suggest some implications for environmental mobility ethics that follow from the idea of an individual being an impure mobile agent.

  • 27.
    Kronlid, David O
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bergmann (redaktör), Sigurd
    NTNU, Trondheim, Norge .
    Jansdotter Samuelsson, Maria
    Karlstad universitet.
    Melin, Anders
    Lunds universitet.
    Nynäs, Peter
    Åbo akademi.
    Sjö, Sofia
    Åbo akademi.
    Religion som rörelse: Exkursioner i rum, tro och mobilitet2010 (ed. 1)Book (Other academic)
  • 28.
    Kronlid, David O.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Grandin, Jakob
    Uppsala University, Disciplinary Domain of Science and Technology, För teknisk-naturvetenskapliga fakulteten gemensamma enheter, Uppsala Centre for Sustainable Development, Centre for Environment and Development Studies.
    Mobile Adaptation2014In: 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)
  • 29.
    Kronlid, David O.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hansson, Petra
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ”Den radikala friluftsrörelsens miljöetiska värdegrund”Manuscript (preprint) (Other academic)
  • 30.
    Kronlid, David O.
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lotz-Sisitka, Heila
    Education Department, Rhodes University.
    Learning through Transformative Relations.: QuestioningEducation as Capability in a Climate Change Context2012Conference paper (Refereed)
  • 31. Kronlid, David O.
    et al.
    Molin, Lena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Designing children’s environmental moral outlooks through outdoor education2011Conference paper (Other academic)
    Abstract [en]

    This paper presents an environmental ethical analysis of two Swedish out door education practices; I Ur och Skur and Naturskolan. The main aim of the analysis is to clarify whether it is possible to detect certain environmental ethical orientations in the particular out door education practices. The results of an in-depth reading of key texts from the selected out door education practices are presented using environmental ethical positions from the well-known intrinsic value discourse in environmental ethics, key positions in radical ecology and a theoretical framework from environmental psychology. The study shows a strong tendency towards instrumental transformative values of nature and ecogenic identifications with nature-others such as animals and rocks, which includes an anthropomorph and physiomorph circle of interpretation of nature experiences. Finally, based on the results we suggest a number of analytic questions that can be further developed into environmental content analysis of empirical data and text.

  • 32.
    Kronlid, David O.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Ohman, Johan
    An environmental ethical conceptual framework for research on sustainability and environmental education2013In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 1, p. 21-44Article in journal (Refereed)
    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.

  • 33.
    Kronlid, David O.
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Örebro universitet.
    Klimatförändrad hälsa: Om hälsobegreppets betydelse för klimathälsoundervisning.2010In: Klimatdidaktik: Att undervisa för framtiden / [ed] David O. Kronlid, Stockholm: Liber , 2010, 1, p. 58-80Chapter in book (Other (popular science, discussion, etc.))
  • 34.
    Kronlid, David O.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Wolf-Watz, DanielKarlstad universitet.
    Populärvetenskaplig antologi om mat och hållbar utveckling2005Conference proceedings (editor) (Other (popular science, discussion, etc.))
  • 35.
    Kronlid, David O.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Österbergh, Robert
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Crossing Boundaries: An Analytical Look at Cemus Educational Model2011In: Transcending Boundaries: How CEMUS is Changing How we Teach, Meet and Learn / [ed] Hald, Matilda, Uppsala: Centrum för miljö- och utvecklingsstudier (CEMUS), Uppsala centrum för hållbar utveckling, Uppsala universitet & SLU. , 2011Chapter in book (Other (popular science, discussion, etc.))
  • 36.
    Kronlid, David
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Sandell, Klas
    Svennbeck, Margareta
    Öhman, Johan
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Inledning2015In: Naturmötespraktiker och miljömoraliskt lärande / [ed] Leif Östman, Uppsala University, 2015, p. 9-20Chapter in book (Refereed)
  • 37.
    Kronlid, David
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Svennbeck, Margareta
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Conditions for environmental ethical reflection in the subject of religion2008In: Values and Democracy in Education for Sustainable Development: Contributions from Swedish Research, Malmö: Liber, 2008Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Lotz-Sisitka, Heila
    et al.
    Rhodes Univ, Grahamstown, South Africa..
    Wals, Arjen E. J.
    Univ Gothenburg, Wageningen Univ, Gothenburg, Sweden..
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    McGarry, Dylan
    Durban Univ Technol, Durban, South Africa..
    Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction2015In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 16, p. 73-80Article in journal (Refereed)
    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.

  • 39.
    Melin, Anders
    et al.
    Malmo Univ, Dept Global Polit Studies, Malmo, Sweden.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Energy Scenarios and Justice Towards Future Humans: An Application of the Capabilities Approach to the Case of Swedish Energy Politics2019In: Etikk i praksis, ISSN 1890-3991, E-ISSN 1890-4009, Vol. 13, no 1, p. 39-54Article in journal (Refereed)
    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.

  • 40.
    Michael, Håkansson
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Political participation in climate change education2012Conference paper (Other academic)
  • 41.
    Mickelsson, Martin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lotz-Sisitka, Heila
    Rhodes Univ, Environm Learning & Res Ctr, Grahamstown, South Africa.
    Consider the Unexpected: Scaling ESD as a matter of learning2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 1, p. 135-150Article in journal (Refereed)
    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.

  • 42.
    Rydén, Lars
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Uppsala Centre for Sustainable Development, CSD Uppsala, The Baltic University Programme.
    Leal Filho, Walter
    Technical University of Hamburg Harburg.
    Skubala, Piotr
    University of Silesia, Katowice.
    Kronlid, David
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    21. Behaviour and the Environment: Ethics, Education, and Lifestyle2003In: Environmental Science: Understanding, protecting and managing the environment in the Baltic Sea Region / [ed] Lars Rydén, Pawel Migula and Magnus Andersson, Uppsala: Baltic University Press , 2003, 1, p. 630-661Chapter in book (Other (popular science, discussion, etc.))
  • 43.
    Westin, Martin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Hellquist, Alexander
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Kronlid, David O.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Colvin, John D.
    Open university.
    Towards Urban Sustainability: Learning from the Design of a Programme for Multi-stakeholder Collaboration2013In: Southern African Journal of Environmental Education, Vol. 29, no 1, p. 39-57Article in journal (Refereed)
    Abstract [en]

    Owing to rapid urbanisation, cities are becoming a key locus for making sense of, and influencing, social and technological development. Urban sustainability is high on the research as well as on the development agenda. The complexity of modern cities often defies conventional governance mechanisms to promote sustainability, such as regulation, information and economic incentives. This has prompted a growing interest in innovative approaches based on collaborative learning in diverse groups of stakeholders in pursuit of sustainability. In this article, we wish to contribute to, and advance, the research and practice regarding urban sustainability by exploring the experiences of designing and facilitating a programme for multi-stakeholder collaboration, trust-building and concerted action in six cities in Europe, southern Africa and Southeast Asia. We apply an action research method called ‘learning history’ to understand the learning processes in the design and facilitation team and in two multistakeholder groups in Makana in South Africa and Malmö in Sweden. The findings illustrate how collaborative learning theory and systems thinking framed useful praxis for facilitating rich learning processes in these three teams. The article is presented in four sections: Section 1 provides the introduction and orientation; Section 2 provides a process description of the design of the SUS Programme; Section 3 provides learning histories; and Section 4 provides reflexive engagement on these.

1 - 43 of 43
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