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  • 1.
    Bengtsson, Stefan L.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Hegemony and the politics of policy making for education for sustainable development: A case study of Vietnam2016In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, no 2, 77-90 p.Article in journal (Refereed)
    Abstract [en]

    Assumptions are readily made about the global nature and discourse of education for sustainable development. This study challenges assumptions made about structural power as expressed through Education for Sustainable Development (ESD) policy and politics of education. Focusing on the concept of sustainable development (SD) and ESD, the research examined the culturally contextualized question: How should we understand the relationship between these policy concepts, structural power, hegemony and the hegemonic discourses that articulate them? A case analysis of the political and educational history of Vietnam is used to highlight how assumptions on the hegemonic potential of SD and ESD may or may not be appropriate, or adequate, for understanding that relationship at the depth required for critical purposes. The findings of a discourse analysis of relevant policy documents suggests the meanings of these concepts are not fully determined and cannot be seen as expressions of a determinable overall state of power relations or hegemony. Instead, they are suggestive of the limits of hegemonic power and allow for the emergence of a space of contestation. This space is at play in the political contestation of the meaning of SD and ESD in Vietnamese policy.

  • 2.
    Bengtsson, Stefan L.
    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.
    Aporias, politics of ontology, ethics, and “we”?2016In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, no 2, 163-168 p.Article in journal (Refereed)
  • 3.
    Brunner, Wolfgang
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    The Mission2012Other (Other (popular science, discussion, etc.))
  • 4.
    Brunner, Wolfgang
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    How to create and maintain a Mini ecosystem2012Other (Other (popular science, discussion, etc.))
  • 5.
    Brunner, Wolfgang
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    La Misión2012Other (Other (popular science, discussion, etc.))
  • 6.
    Brunner, Wolfgang
    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.
    Urenje, Shepherd
    The Parts and The Whole: A Holistic Approach to Environmental and Sustainability Education: Manual2012Collection (editor) (Other (popular science, discussion, etc.))
  • 7.
    Hellquist, Alexander
    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.
    Westin, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    På väg mot bättre dialog i samråden på Gotland: Rapport från ett samarbete mellan Länsstyrelsen i Gotlands län och Swedesd, Uppsala universitet2017Report (Other academic)
  • 8.
    Hellquist, Alexander
    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.
    Westin, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Urenje, Shepherd
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Supporting Urban Sustainability 2010-2011: Experiences from a learning programme2012Report (Other (popular science, discussion, etc.))
  • 9.
    Ignell, Caroline
    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.
    Davies, Peter
    Lundholm, Cecilia
    Swedish Upper Secondary School Students' Conceptions of Negative Environmental Impact and Pricing2013In: Sustainability, ISSN 2071-1050, Vol. 5, no 3, 982-996 p.Article in journal (Refereed)
    Abstract [en]

    This study explores relationships between upper secondary school students. understanding of prices and environmental impacts. The study uses responses from 110 students to problems in which they were asked to explain differences in prices and also to express and justify opinions on what should be the difference in prices. Very few students expressed an environmental dimension in their understanding of price. A few students suggested that environmental impact influenced price by raising demand for "Environmentally friendly products". A few students suggested that, environmentally friendly products. had higher prices because they were more costly to produce. We found no examples of students combining both lines of explanation. However, nearly half of the students believed that prices should reflect environmental effects, and this reasoning was divided between cases where the point was justified by a broad environmental motivation and cases where the point was justified in relation to incentives-to get consumers to act in a more environmentally friendly way.

  • 10.
    Kronlid, David
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Friman, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Nihlfors, Elisabet
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hela vetenskapen! 15 forskare om integrerad forskning: (Mar)drömmen om den integrerade forskningen2014Report (Other (popular science, discussion, etc.))
  • 11.
    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.

  • 12.
    Kronlid, David O.
    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. Swedish International Centre of Education for Sustainable Development/Uppsala universitet.
    Skolans värdegrund 2.0: Etik för en osäker tid2017 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 13.
    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, 47-74 p.Chapter in book (Other academic)
  • 14.
    Lenglet, Frans
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Can ESD Reach the Year 2020?2014In: Journal of Education for Sustainable Development, ISSN 0973-4082, Vol. 8, no 2, 121-125 p.Article in journal (Refereed)
  • 15.
    Lenglet, Frans
    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 Education Research: What it could be andwhy it matters2009In: Southern Journal of Environmental Education, ISSN 1810-0333, Vol. 26, 93-103 p.Article in journal (Refereed)
    Abstract [en]

    Situate climate change education research in the context of research traditions, approaches and methods that are common to the social sciences, education being part thereof. The article argues for methodological innovation and expansion of existing forms of research.  It advocates a research programme that will expand climate change paradigms and create opportunities for discussion, debate and continuous learning.

  • 16.
    Lenglet, Frans
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    ESD and Assessing the Quality of Education and Learning2015In: Responsible Living: Concepts, Education and Future Perspectives / [ed] Victoria W. Thoresen, Robert J. Didham, Jörgen Klein, Declan Doyle, Springer Science+Business Media B.V., 2015, 57-72 p.Chapter in book (Refereed)
    Abstract [en]

    Education is an essential component of three global development agendas, Education for Sustainable Development (ESD), Education for All (EFA) and the forthcoming Sustainable Development Goals (SDGs).  It is argued that focus on the quality and relevance of education can assist in the current process of renewing the three agendas.  During the last decade, ESD-based approaches and initiatives have shown to be able to produce quality learning outcomes, in formal school systems and other learning settings.  Two examples of effective ESD-inspired initiatives with teacher educators in Southern Africa and with multi-stakeholder city team in Southern Asia are described and their essential transformational features identified.  Proposals by the Learning Metrics Task Force (LMTF) are an attempt at being more responsive to the quality dimension of education by broadening learning domains.  However, (international) high-stakes (international) testing instruments are not necessarily aligned with the needs of relevant and quality education.  The transformational ESD features show what can be done to make educational testing and assessment more inclusive, appropriate and useful.

  • 17.
    Lenglet, Frans
    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.
    Neeser, Marie
    Jain, Shivani
    Taylor, Jim
    Sweden’s Pioneering Role in Education for Sustainable Development2010In: Tomorrow Today / [ed] UNESCO/Tudor Rose, UK: Tudor Educational, 2010Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Lotz-Sisitka, Heila
    et al.
    Rhodes Univ, Grahamstown, South Africa..
    Ali, Million Belay
    MELCA, Addis Ababa, Ethiopia..
    Mphepo, Gibson
    LEAD Southern & East Africa, Zomba, Malawi..
    Chaves, Martha
    CASA, Bogota, Colombia..
    Macintyre, Thomas
    CASA, Bogota, Colombia..
    Pesanayi, Tichaona
    Rhodes Univ, Grahamstown, South Africa..
    Wals, Arjen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Mukute, Mutizwa
    Garden Africa, Harare, Zimbabwe..
    Kronlid, David
    SWEDESD Uppsala Univ, Uppsala, Sweden..
    Tran, Duc Tuan
    Joon, Deepika
    Mahatma Gandhi Inst Peace & Educ Sustainable Dev, Delhi, India..
    McGarry, Dylan
    Rhodes Univ, Grahamstown, South Africa..
    Co-designing research on transgressive learning in times of climate change2016In: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 20, 50-55 p.Article in journal (Refereed)
    Abstract [en]

    This paper reflects on the epistemological context for the co-design of a research programme on transformative, transgressive learning emerging at the nexus of climate change, water and food security, energy and social justice. It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts. Finally, it provides some reflections and learning points.

  • 19.
    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, 73-80 p.Article 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.

  • 20.
    Schrage, Jesse
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Earth Sciences, Department of Earth Sciences, Uppsala Centre for Sustainable Development, CSD Uppsala, Centre for Environment and Development Studies.
    Lenglet, Frans
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    Towards a Theory-based framework for assessing the mainstreaming of education for sustainable development: A case study of teacher education institutions in Botswana2016In: Southern African Journal of Environmental Education, ISSN 2411-5959, Vol. 32, no 2016, 87-104 p.Article in journal (Refereed)
    Abstract [en]

    This article presents the development of a theory-based framework for exploring the ways in which different teacher education institutions in Botswana have worked towards the infusion of education for sustainable development (ESD) in the curriculum and the practice of pre-service teacher education.The framework combines theory of change, a theory of education for sustainable human development and a theory of transformative learning.The objective of this paper is to understand how this theoretical framework can help the analysis and understanding of critical features of ESD pedagogy and projects.The research results obtained in the framework’s application highlight key elements enabling the successful implementation of ESD in two specific teacher education institutions, namely: the educators’ capacity to foster transformational pedagogies in the classroom, their capacity to strategically plan and implement their change projects, and the wider institutional and administrative context. 

  • 21.
    Westin, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development. Sveriges Lantbruksuniversitet.
    På väg mot demokratiska kunskapsprocesser?: Utvärdering bortom New Public Management2015In: Ett dussin russin!: Tolv texter om deltagarbaserade verksamheter i utbildning och forskning av författarkollektivet Smilla Parc / [ed] Gunilla Härnsten & Lars Härnsten, Stockholm: LOs tryckeri , 2015, 93-107 p.Chapter in book (Other academic)
    Abstract [sv]

    Den här artikeln bidrar till den erfarenhets- och kunskapsbas som behövs för skiftet från New Public Management (NPM) till nya styrmodeller som i högre grad bygger på förtroende och samarbete än kontroll och konkurrens. Mer specifikt handlar texten om erfarenheter av att utveckla utvärderingsmetoder som möjliggör demokratiska kunskapsprocesser i bemärkelsen samskapande av kunskap genom jämbördiga och förtroendefulla relationer. Metoderna har utvecklats inom ramen för en utvärdering av Malmö stads satsning på Lärande för hållbar utveckling. Satsning hade som syfte att förstärka stadens formella och informella utbildningssystem. Breda insatser gjordes för att utveckla förskola, skola, högskola, media, bibliotek och museer. Här redovisas en fallstudie av utvärderingsprocessen, baserad på aktionsforskningsmetodik. Syftet är att beskriva och analysera utvärderingsprocessens möjligheter och begränsningar avseende det utrymme som skapades för demokratiska kunskapsprocesser. Förhoppningen är att artikeln kan inspirera både forskare och praktiker som intresserar sig för att utveckla nya metoder för utvärdering och därigenom bidra till ett skifte mot mer förtroende- och samarbetsbaserade styrmodeller för offentlig verksamhet.

  • 22.
    Westin, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    En studie av Malmö stads satsning på lärande för hållbar utveckling2014Collection (editor) (Other academic)
    Abstract [en]

    Since 2008 the City of Malmö has implemented a special programme on Educationfor Sustainable Development (ESD). The aim is to increase the capacityfor ESD and to integrate it into the formal and informal learning settings in thecity. This report includes a presentation of a study conducted on this programme.The study covers the period 2008 to 2012 with the purpose to describe theprogramme implementation and enable a structured learning process for keyprofessionals in Malmö. The study was conducted within the frames of theEU-funded Global Awareness in Action (GAIA)-project. The report is based ondesk studies of programme documents combined with workshops with keyprofessionals in Malmö.The main results of the study are five lessons learned intended to be of relevancefor similar initiatives and one key recommendation to the city of Malmö. Thelessons learned are: 1. Set open goals to enable collaboration and make use ofprofessional competence; 2. Shape a joint story to make meaning; 3. Combinedifferent change strategies to achieve impact; 4. Use existing systems and reinforceon-going work; 5. Experiment, draw out lessons and adjust accordingly.The key recommendation to the city of Malmö is:The city of Malmö should continue to develop its already strong capacity toopen up development processes for iteration and co-creation between stakeholders.At the same time the city needs to develop its capacity to close downdevelopment processes through evaluation, prioritisation and coordination.This report is published in Swedish.

  • 23.
    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.
    Calderon, CamiloUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development. SLU.Hellquist, AlexanderUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, SWEDESD - The Swedish International Centre of Education for Sustainable Development.
    The Inquiry Based Approach: A facilitator´s handbook2014Collection (editor) (Other academic)
    Abstract [en]

    The defining challenge for our generation is to createwell-being and equality within the ecological boundariesof the planet. To meet the challenge key stakeholdersneed to overcome their differences and engagein collaboration, learning and concerted action.The Inquiry Based Approach (IBA) has been developedto facilitate multi-stakeholder collaboration forsustainable transformation of complex and contestedsituations.Extensive experience from applying the IBA in Africa, Asia andEurope has shown that the approach can help stakeholdersto broaden their understandings as well as engage in action fortransformation together.This handbook provides practical advice and hands-on instructionsfor those interested in facilitating multi-stakeholder collaboration.It covers the most important dimensions of being an IBA facilitator;explains how the IBA can be adjusted to fit a specific context andgives advice on how a facilitator can handle complexity and power.The handbook also includes detailed descriptions of 23 activitiesthat can be used in the engagement, development andinstitutionalisation of an IBA. The reader will also find an extensivereference list for further readings.

  • 24.
    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.
    Calderon, Camilo
    Sveriges Lantbruksuniversitet.
    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.
    Att leda samverkan: En handbok för dig som vill hantera komplexa samhällsutmaningar2016Book (Other (popular science, discussion, etc.))
  • 25.
    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.
    Medborgardialog om komplexa samhällsfrågor: En studie av SKL:s utvecklingsarbete2015Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Rapporten redovisar en studie av SKL:s utvecklingsarbete kring medborgardialog om komplexa samhällsfrågor. Två medborgardialoger har studerats: dialogarbete kring skolan i Upplands Väsby och medborgardialog om romsk inkludering i Göteborg. Rapporten presenterar djupintervjuer med två erfarna processledare. Den diskuterar på vilket sätt medborgardialogen kan formas så att den bidrar till demokratisk och effektiv hantering av komplexa och omstridda samhällsfrågor. Dessutom formuleras en rad rekommendationer för det fortsatta arbetet med medborgardialog om komplexa samhällsfrågor. 

  • 26.
    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.
    Calderon, Camilo
    Sveriges Lantbruksuniversitet.
    Medborgardialog om komplexa samhällsfrågor: En delrapport från följeforskarna2016Report (Other academic)
    Abstract [sv]

    SKL driver under perioden 2015 till 2018 ett arbete för att utveckla modeller för medborgardialog om komplexa samhällsfrågor. Utvecklingsarbetet bedrivs tillsammans med tio kommuner som genomför medborgardialoger om komplexa frågor såsom avväganden mellan sociala och ekologiska värden i fysisk planering, integration och skolnedläggningar.

    Denna rapport redovisar inledande resultat från den följeforskning som Uppsala universitet bedriver för att stödja arbetet på uppdrag av SKL. Följeforskningen visar att kommunerna i det här inledande skedet av arbetet står inför ett antal gemensamma utmaningar. I det här dokumentet sammanfattar vi inledningsvis våra observationer från genomgången av de kontextanalyser som kommunerna presenterade på förgående nätverksmöte. Därefter går vi igenom tre gemensamma utmaningar och presenterar verktyg som vi hoppas kan underlätta för kommunerna att reflektera över och ta sig an utmaningarna.

  • 27.
    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, 39-57 p.Article 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 - 27 of 27
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