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  • 1.
    Mickelsson, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    A REVIEW OF SCALING CONCEPTS IN EDUCATIONAL RESEARCH: RESOLVE SCALING WORKSHOPS PROJECT2018Rapport (Övrigt vetenskapligt)
    Abstract [en]

    The phenomenon of scaling has been receiving more attention lately in both policy and research on education for sustainable development (ESD). This is coherent with the UNESCO GAP where the efforts of the post-DESD era are to generate and scale-up action to accelerate progress towards sustainable development. While research on scaling is a relatively new area in education research, scaling, as well as related concepts of introducing projects, programmes or activities into new contexts, has been the topic of research in multiple areas of research. 

    Aspects of scaling have been studied in health, development and business research when dealing with questions of ’scaling’, however this literature review will deal with questions of scaling related to educational efforts. Scaling is under-researched, especially with regards to education and learning. This has lead to a situation where there is little known about the factors and dynamics involved in determining the results of scaling efforts. The implications of such a gap in the educational research becomes significant granted that scaling pinpoints one of the most pressing issues in educational research. The issue to address is how to take a successful educational intervention and apply it elsewhere, be that in the classroom or a more non-formal educational setting. As such, educational research on scaling could be said to study the explicit and non-explicit assumptions of the purpose, challenges and the dynamics determining the results of efforts to achieve change through educational projects. This is especially poignant in an ESD context given the purpose of the Decade on Education for Sustainable Development and the UNESCO Global Action Plan on Education for Sustainable Development.

    Ladda ner fulltext (pdf)
    A REVIEW OF SCALING CONCEPTS IN EDUCATIONAL RESEARCH
  • 2.
    Mickelsson, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    I think it works better if we have an example to help us: experiences in collaboratively conceptualizing the scaling of Education for Sustainable Development practices in South Africa2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article aims to contribute to the knowledge of how the ‘scaling’ of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants' past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices.

  • 3.
    Mickelsson, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Swedish International Centre of Education for Sustainable Development (SWEDESD).
    Material and intellectual places in ESE-research2015Ingår i: ESE Between Discourse and Materiality. Mobility,Corporeality Space and new Trajectories, 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Place, when discussed in ESE-research (Ardoin, Schuh, & Gould, 2012; Kudryavtsev, Stedman, & Krasny, 2012; Tuck, McKenzie, & McCoy, 2014; Tuck & McKenzie, 2015), is often portrayed as mainly a material concept with references to the theoretical framework of place theorists such as Tuan (1977) and Massey (1994, 2005).

    The main aim of this paper is to study how an expanded concept of place, including both material and intellectual aspects, could contribute to an increased understanding of place and its possible uses as a concept in ESE as a research practice. The paper investigates how place concepts are used in ESE-research based on articles from recent issues of Environmental Education Research as well as chapters from International handbook of research on environmental education (Stevenson, Brody, Dillon, & Wals, 2013).

    Within ESE research there exists multiple place-based approaches including “sense of place” (Stedman, 2003; Stewart, 2003) “critical pedagogy of place” (Gruenewald, 2003, 2008), “pedagogy of place” (Wattchow & Brown, 2011) all sharing an aim of restoring the essential links between person and place (Sobel, 2005). Given these interests within the field of ESE-research of exploring the relations of people and place this paper aims also to contribute to a critical discussion of place meanings used in ESE-research.

    In this paper we extend recent fruitful engagements of pragmatism with geography (Wood & Smith, 2008; Cutchin, 2004a, 2004b, 2008) to the discussions of place within the field of ESE-research. The dual nature of experience in Dewey’s writings as continuous as well as contingent in both social and environmental settings could thus be conceptualized, with inspiration from Massey’s place as process (Massey, 1994), as a point of intersection between trajectories of place. As Dewey makes a general point in Experience and Nature about the need to bridge the separation of the material and the ideal and also makes a point of the importance of the role of intellectual experience, these trajectories would thus be intellectual, material and social (Dewey, 1925, pp. 74, 173–174). Such an expanded, Deweyan, concept of place provides the theoretical grounding on which we develop our expanded concept of place.

  • 4.
    Mickelsson, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Swedish International Centre of Education for Sustainable Development (SWEDESD).
    Moving the GAP: Experiences of scaling environmental educational projects in Southern Africa2016Ingår i: NW: 30. Environmental and Sustainability Education Research (ESER), 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Education for Sustainable Development (ESD) Global action programme (GAP) on education for sustainable development was launched at the UNESCO World Conference on ESD in November 2014. The GAP seeks “to generate and scale-up action in all levels and areas of education and learning in order to accelerate progress towards sustainable development” (UNESCO, 2014a, 2014b, 2014c). The GAP represents a continuation of the work of the Decade of Education for Sustainable Development (DESD) (Hopkins, 2015). While the DESD resulted in a large number of successful pilot projects Hopkins otes that there still is a need to spread and implement these projects into different contexts making scaling of educational projects a crucial component of the GAP (UNESCO, 2014b, 2014c).

    Arguably, the GAP will shape the practice, policy and research of ESD in the coming years. Hence, Fischer et al. (Fischer & Aubrecht, 2015) states that there is a need for research on the scaling processes within the GAP based on reviews of empirical evidence and thus inform and substantiate coming assessments and decisions on ESD projects. I argue that such evidence can be found by studying projects scaled in Southern Africa during the last 25 years by the Environmental Learning Research Centre (ELRC) at Rhodes University and their partners. Studying this work performed by Rhodes and partners provides an opportunity to produce knowledge about scaling of Environment and Sustainability Education (ESE) projects both in multiple different circumstances and over an extended period of time.

    In this paper I seek to explore how experiences from 25 years of ESE projects in Southern Africa can give insights relevant to the upcoming "up"-scaling within the GAP. Research questions:

     

    • What kind of scaling has taken place in ESE projects in Southern Africa?
    • How can empirical evidence from the scaling of ESE projects in Southern Africa contribute to the GAP and UNESCO´s work through informing and substantiating coming assessments and decisions on scaling of educational projects?

     

    While scaling is introduced as a central component in the GAP (UNESCO, 2014c) Harwell (Harwell, 2012) notes that scaling is a relatively new phenomenon in education and there is a significant lack of educational research on scaling based on empirical material and he suggests importing theories from health and development studies. In this paper I use a theoretical framework based on Hartmann & Linn and Harwell (Hartmann, A. and Linn, 2008; Harwell, 2012). They argue that scaling processes are generally motivated by the need to increase the impact of projects, which is also emphasised by other scaling researchers (Gaye & Nelson, 2009) I base my study on a multi-dimensional perspective of scaling that includes horizontal, vertical, functional as well as temporal scaling (Hartmann, A. and Linn, 2008; Harwell, 2012; Nair & Howlett, 2015). According to Hartmann & Linn and others (Hancock, 2003; Summerville & Raley, 2009) successful scaling of projects to new contexts is dependent on project adaptability. Project adaptability is necessary to identify which “essential” (i.e. non-adaptive) elements of a project that are to be scaled and what adaptive elements that can be changed to suit the context without lessening the impact of the project.

    I will use Barbara Rogoff´s (Rogoff, 2003) learning theory which conceptualise learning as taking place on multiple planes. These include, in addition to the personal plane of the individual, the social and interpersonal plane, where the learner interacts with teachers and other learners as well as the cultural/institutional plane, i.e. the situation where the learning process is taking place. Rogoff´s emphasis on the broad context of the learning process reflects the focus on adaptivity and context in my scaling theoretical framework.

  • 5.
    Mickelsson, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Sharing Good Examples, Then What?: Investigations of Contingency and Continuity in the Scaling-of-ESD-Activities-as-Learning2020Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis aims to contribute to a deepened and nuanced understanding of scaling in environmental and sustainability education (ESE) research, specifically, to develop a conceptual framework for engaging with issues of scaling in policy and practice regarding education for sustainable development (ESD). Three research objectives are formulated.

    The first objective is to develop analytical methods drawing on transactional learning theory for conducting empirical investigations of meaning making concerning educational content in scaling processes. This objective is achieved through an iterative participatory research process including, scaling researchers and practitioners, resulting in the development of the conceptual framework of Scaling-ESD-Activities-as-Learning (SEAL).

    The second objective of the thesis is to examine how workshop participants’ experiences and agency create conditions for the scaling of educational content in ESE. The objective is achieved through analysis of written reflections from scaling practitioners, reports on scaling ESD-activities and participatory research workshop discussions.

    The third objective is to investigate how educational content interplay with environments, such as natural and social environments, when scaling educational activities in ESE. This objective is achieved through analysis of the initial stages of scaling an ESD-activity and analysis of ESD-activities that have progressed to later stages of scaling.

    Four studies address the three research objectives: in three of the studies, empirical data was generated through participatory research workshops in Sweden, South Africa and Ecuador (Paper I, II, IV), while in one study empirical data was generated through a case study of an ESD-course in Southern Africa (Paper III).

    Drawing for its theoretical foundation on John Dewey’s transactional approach to learning, the thesis emphasises the importance of considering experience and aspects of contingency and continuity in learning processes.

    The results of the thesis show that approaching the scaling of ESD-activities as learning enables the identification of conditions for scaling that is characterised by deep and meaningful improvement of practice, sustainability over time along with the ability to evolve when faced with changing circumstances.

    The thesis contributes to ESE research with temporal perspectives on the scaling of ESD-activities, i.e. by considering contingency and continuity in the scaling process, maintaining the relevance of ESD-activities over time and through changing circumstances. Furthermore, by considering multiple, on the face disparate, scaling efforts as part of the same scaling event, the thesis highlight how each iteration of scaling an ESD-activity can constitute learning opportunities for further developing the activity at hand.

    Delarbeten
    1. Consider the Unexpected: Scaling ESD as a matter of learning
    Öppna denna publikation i ny flik eller fönster >>Consider the Unexpected: Scaling ESD as a matter of learning
    2019 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 1, s. 135-150Artikel i tidskrift (Refereegranskat) 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.

    Nyckelord
    scaling, education for sustainable development, biosocial becomings, global action programme on education for sustainable development, expansive learning
    Nationell ämneskategori
    Didaktik
    Forskningsämne
    Didaktik
    Identifikatorer
    urn:nbn:se:uu:diva-327985 (URN)10.1080/13504622.2018.1429572 (DOI)000464582800009 ()
    Projekt
    Scaling of Education for Sustainable Development
    Tillgänglig från: 2017-08-14 Skapad: 2017-08-14 Senast uppdaterad: 2020-01-16Bibliografiskt granskad
    2. Scaling and subjectification in an ESD educational project
    Öppna denna publikation i ny flik eller fönster >>Scaling and subjectification in an ESD educational project
    2018 (Engelska)Ingår i: Journal of Education for Sustainable Development, ISSN 0973-4082, E-ISSN 0973-4074, Vol. 12, nr 1, s. 28-46Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    The aim of the article is to investigate, in light of the emphasis put on scaling by UNESCO (UNESCO, 2014), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is done through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constrict scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.

    Nyckelord
    Scaling, education for sustainable development, transaction, antibiotic resistance, global action programme on education for sustainable development
    Nationell ämneskategori
    Didaktik
    Forskningsämne
    Didaktik
    Identifikatorer
    urn:nbn:se:uu:diva-349783 (URN)10.1177/0973408218773268 (DOI)
    Tillgänglig från: 2018-04-27 Skapad: 2018-04-27 Senast uppdaterad: 2020-01-16Bibliografiskt granskad
    3. Projecting change: Scaling the change project approach in Southern Africa
    Öppna denna publikation i ny flik eller fönster >>Projecting change: Scaling the change project approach in Southern Africa
    2019 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat) Submitted
    Abstract [en]

    This article aims to contribute with knowledge about how transactional learning encounters involved in the spreading of ESD-activities can both enable and limit scaling efforts. In this article, four series of assignments developed through the change project approach (CPA) from Southern Africa are studied as cases for exploring what a conceptualisation of scaling-ESD-activities-as-learning demonstrates enabling and limiting conditions for scaling ESD-activities.  By studying shifts in participants’ understandings as a result of transactional learning encounters the article constitutes a response to the assertion in ESD policy that the UN Decade of Education for Sustainable Development (DESD) was unsuccessful in up-scaling ESD-activities. The article illustrates how the inherent complexity of spreading ESD-activities can be explored and addressed. Through consideration and engagement with the environing conditions and environment(s) in action that are involved in the scaling of ESD-activities, the ‘scaling’ process can enable stakeholder participation as well as development and exercise of agency that has potential to support the sustainability of  ESD-activities.

    Nyckelord
    scaling, environmental and sustainability education, environmental education, change project approach, Southern Africa
    Nationell ämneskategori
    Didaktik
    Forskningsämne
    Didaktik
    Identifikatorer
    urn:nbn:se:uu:diva-401061 (URN)
    Tillgänglig från: 2020-01-05 Skapad: 2020-01-05 Senast uppdaterad: 2020-01-16Bibliografiskt granskad
    4. I think it works better if we have an example to help us: experiences in collaboratively conceptualizing the scaling of Education for Sustainable Development practices in South Africa
    Öppna denna publikation i ny flik eller fönster >>I think it works better if we have an example to help us: experiences in collaboratively conceptualizing the scaling of Education for Sustainable Development practices in South Africa
    2019 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat) In press
    Abstract [en]

    This article aims to contribute to the knowledge of how the ‘scaling’ of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants' past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices.

    Ort, förlag, år, upplaga, sidor
    Taylor & Francis, 2019
    Nyckelord
    Environmental and sustainability education, scaling, scaling-up, Dewey, learning
    Nationell ämneskategori
    Didaktik
    Forskningsämne
    Didaktik
    Identifikatorer
    urn:nbn:se:uu:diva-401062 (URN)
    Tillgänglig från: 2020-01-05 Skapad: 2020-01-05 Senast uppdaterad: 2020-01-22Bibliografiskt granskad
    Ladda ner fulltext (pdf)
    fulltext
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    presentationsbild
  • 6.
    Mickelsson, Martin
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Danielsson, Anna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Historisk-filosofiska fakulteten, Centrum för genusvetenskap.
    Scaling and subjectification in an ESD educational project2018Konferensbidrag (Refereegranskat)
  • 7.
    Mickelsson, Martin
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Danielsson, Anna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. School of Education, Communication and Society, King’s College, London, UK.
    Scaling and subjectification in an ESD educational project2018Ingår i: Journal of Education for Sustainable Development, ISSN 0973-4082, E-ISSN 0973-4074, Vol. 12, nr 1, s. 28-46Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the article is to investigate, in light of the emphasis put on scaling by UNESCO (UNESCO, 2014), how subjectification of those involved in educational innovations both enables and constricts scaling understood as a learning process. This is done through a case study of the Alforja Educativa, an educational project in Ecuador on antibiotic resistance (ABR). ABR has been described as a sustainability challenge comparable to climate change. The way in which subjectification enables and constrict scaling as a learning process is analysed by drawing on educational scaling research and the article illustrates how the subject positions of those involved in scaling emerge as scaling subjects in transactional relationships, both with the sites where the educational project is to be scaled, and in relation to that, which will be scaled.

  • 8.
    Mickelsson, Martin
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Kronlid, David
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Lotz-Sisitka, Heila
    Rhodes Univ, Environm Learning & Res Ctr, Grahamstown, South Africa.
    Consider the Unexpected: Scaling ESD as a matter of learning2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 1, s. 135-150Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 9.
    Mickelsson, Martin
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Mandikonza, Caleb
    University of the Witwatersrand.
    Projecting change: Scaling the change project approach in Southern Africa2019Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article aims to contribute with knowledge about how transactional learning encounters involved in the spreading of ESD-activities can both enable and limit scaling efforts. In this article, four series of assignments developed through the change project approach (CPA) from Southern Africa are studied as cases for exploring what a conceptualisation of scaling-ESD-activities-as-learning demonstrates enabling and limiting conditions for scaling ESD-activities.  By studying shifts in participants’ understandings as a result of transactional learning encounters the article constitutes a response to the assertion in ESD policy that the UN Decade of Education for Sustainable Development (DESD) was unsuccessful in up-scaling ESD-activities. The article illustrates how the inherent complexity of spreading ESD-activities can be explored and addressed. Through consideration and engagement with the environing conditions and environment(s) in action that are involved in the scaling of ESD-activities, the ‘scaling’ process can enable stakeholder participation as well as development and exercise of agency that has potential to support the sustainability of  ESD-activities.

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