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  • 1.
    Barrineau, Sanna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Engström, Alexis
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Geovetenskapliga sektionen, Institutionen för geovetenskaper, Uppsala centrum för hållbar utveckling, CSD Uppsala, Cemus.
    Schnaas, Ulrike
    Uppsala universitet, Universitetsförvaltningen, Avdelningen för kvalitetsutveckling.
    An Active Student Participation Companion2019Bok (Annet vitenskapelig)
    Abstract [en]

    Active Student Participation imagines learning as a shared venture between educators and students. It invites students to support, empower, and challenge each other’s learning, as well as helping them to be co-creators in planning, facilitating, and evaluating courses within higher education.

    This companion aims to inspire those who want to approach new ways of learning in order to create a better course, as well as those who are out to challenge conventional forms of teaching and learning norms. It summarises a range of experiences in Swedish higher education and provides concrete examples of how students and educators can learn together. By reading this companion, you will meet a variety of voices and perspectives - from students and educators - both via text and through links to a rich collection of media.

    Together, these voices tell us about a significant shift in roles within higher education that creates teaching and learning spaces with the opportunity to do things differently. In essence, Active Student Participation is about transformative learning, succinctly exemplified by one of the student contributors to this companion: “To experience any other form of education now would feel like nothing less than a fundamental step into the past.”

  • 2.
    Bengtsson, Stefan L.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    A pedagogy of vulnerability2019Inngår i: Dark Pedagogy: Education, Horror and the Anthropocene  / [ed] Lysgaard, Jonas; Bengtsson, Stefan; & Laugensen, Martin, London & New York: Palgrave Macmillan, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
  • 3.
    Bengtsson, Stefan L.
    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.
    Aporias, politics of ontology, ethics, and “we”?2016Inngår i: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, nr 2, s. 163-168Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Bengtsson, Stefan L.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Death2019Inngår i: Dark Pedagogy: Education, Horror and the Anthropocene / [ed] Lysgaard, Jonas; Bengtsson, Stefan; & Laugensen, Martin, London & New York: Palgrave Macmillan, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
  • 5.
    Bengtsson, Stefan L.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Engaging with the Beyond-Diffracting Conceptions of T-Learning2019Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, nr 12, artikkel-id 3430Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper develops a theory of transgressive learning (t-learning) as it was experimented with in the International Science Council t-learning network. The method applied is a diffractive reading of conceptions of transgression in academic publications emerging from different cases. The results show that there can be no definite conduct to or understanding of transgression, as transgression itself entails a subversion of rules, contexts, and borders. Instead, the results document several overarching categorical positions and axiomatic understandings of transgression that emerge from the background of context-specific wicked sustainability issues. Transgressive learning can be understood as a set of contextually diverse techniques and practices that attempt to bring about change through and in learning. Transgressive learning can result in experiential learning excesses where the excess is the very source of difference and makes change possible. The diversity of conceptions of transgressive learning open up new entry points for engaging with sustainability-oriented learning and education that is open to change rather than to reproducing unsustainable social structures and dynamics.

  • 6.
    Bengtsson, Stefan L.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Hegemony and the politics of policy making for education for sustainable development: A case study of Vietnam2016Inngår i: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 47, nr 2, s. 77-90Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 7.
    Bengtsson, Stefan L.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Outlining an Education Without Nature and Object-Oriented Learning2018Inngår i: Research Handbook on Childhoodnature / [ed] Cutter-Mackenzie A., Malone K., Barratt Hacking E., New York: Springer, 2018, s. 1-22Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter interrogates the concept of nature as central to the understanding of education, learning, and the position of the child in education. Based on a problematization of the concept of nature, a philosophy of education without nature is outlined. This philosophy is substantiated by a conception of object-oriented learning, where learning is reconceived as a primarily aesthetic process of unappropriation. In sum, this chapter aims to develop an alternate ecological outlook on education that wants to open up processes of learning as to foster nearness and compassion with other objects.

  • 8.
    Bengtsson, Stefan L.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Transgressive learning: Developing a pre-human notion of education2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper engages in a theoretical reflections on the possibility of education to transgress a global status quo as it is maintained in and through education. The paper is based on the work of the T-learning project, an international transformative knowledge network funded by the International Social Science Council. The project consists of 9 case studies, including cases from Colombia, Ethiopia, India, Malawi, Netherlands, South Africa, Sweden, Vietnam and Zimbabwe. As a knowledge network, the different cases experimented with contextually grounded techniques and methods of transformative and transgressive education that aimed create moments of optimal disruption of unstainable ways of being. The conceptual and theoretical resources brought to these experimentations were as diverse as the contexts as they were taking place in, including among others post-colonial, transformative and expansive notions of learning and education. However, throughout the project there has been a continuous exchange between cases been going on, collectively constructing t-learning mochilas. Mochillas commonly refer to artisan knapsacks created by various indigenous groups from Colombia. Consequently, T-learning Mochillas came to refer to personal objects, concepts and experiences, including techniques, pedagogical principles and methods that emerged and were shared in the network. The paper do be developed presents a theoretical engagement with the authors T-learning Mochilla. In particular, it engages with a theoretical reflection on transgressive forms of learning that aim to foster existential forms of challenging hegemonic forms of knowledge and knowledge production. It draws on transcultural differences and similarities in working with t-learning in order to tease out how transgressive learning might be reconceptualized in a Northern European context.Transgression, as a form of learning, is understood as to relate to an engagement with a limit. As Foucault highlights it involves “the narrow zone of a line where it displays the flash of its passage [… and it has] its entire space in the line that it crosses”. (Foucault, 1998, p.27). For learning that is envisioned to disrupt a status quo, transgression can be seen to engage with the limits established by hegemony. Hegemony might here be understood as a form of sedimented ideology, that has become incorporated into social practices to such an extent that it is no longer is doubted and, even more problematic, that we might no longer be aware of it being a limited ideological construction of the world and not the world as it is (cf. Laclau & Mouffe, 1985; Laclau 1990). Transgression as learning then directs the learner against a limit that is no longer apparent to thought. It dives into the depth of experience in order to encounter there resonances or dissonances that disrupt the taken for granted assumptions that the subject projects in its apprehension. However, if this limit is no longer itself apparent, the apparent flash of passage becomes an inverted lightning strike as described by. It becomes a flash of an oversaturated blackness (Thacker, 2011; Morton, 2016) in the encounter of which the learning subjects looses itself (Bataille 1988).What I am to develop in the paper is how to conceive of the implications for understanding the learning subject, as human, when it encounters this oversaturated blackness in transgressive learning. As it will be argued the subject as learner itself encounters its non-presence to itself in this moment of transgression. Consequently, the whole project of the Enlightenment, as crucial for education but also for the production of humanity becomes threatened as in transgression the subject is unable to define its own limit. Drawing on Object-oriented ontology (e.g. Harman 2011), I aim to provide a reconception of the learning subject engaging with transgression. In particular, I will reconceive the limit of the subject drawing on the work of Morton (2013, 2016, 2017). Breaking with the laws of non-contradiction and excluded middle, the subject as learner encounters itself as both human and non-human in the process of learning. As education is with Kant not building upon but the very condition of humanity, the effort is to develop a pre-human notion of education. This pre-human notion of education is to be developed drawing on alternative ontologies and cosmologies as they were brought into play in the t-learning project. To be pre-human plays with the Kantian condition for and promise of education embracing the strange openness of the project of education. Transgression shows to the subject as learner, that it is always both human and non-human at the same time, is keeping the promise of humanity arrivant. As a result, in the pre-human notion of education there is a pluriverse of the human (Latour, 2004), as well as an ecological displacement of the learner (Bengtsson, 2018).In its effort to outline a pre-human notion of education is to allow for educational processes to, once again, become riskful for the constitution of the social. Where the learner can, once again, encounter the openness of being a subject, transgressing sedimented forms of apprehending the world and ultimately itself.

  • 9.
    Bengtsson, Stefan L.
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Lysgaard, Jonas
    Dark Pedagogy, Environmental Melancholia and an Eco-social Philosophy of Education.2019Konferansepaper (Fagfellevurdert)
  • 10.
    Bengtsson, Stefan L.
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Uppsala University.
    Lysgaard, Jonas
    Jord-Laugesen, Nana
    Object-Oriented Didactics2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Current educational and especially didactical approaches are struggling to cope with sustainability and climate change issues. Sustainability issues in education do not respect disciplinary borders, compartmentalizations, and are not reducible to particular subjects of education, agendas on national education policies, nor do they fit into neatly definable categories like environmental or social issues. More significantly, sustainability issues challenge key assumptions underlying educational thought per se, as they not problems which can be solved alone by improving human learning and apprehension. That is, they are not reducible to discourse, practice, and knowledge. The way in which climate change appears to humans does not exhaust the issue or problem at hand, and, as opposed to various social challenges, we cannot simply choose to apprehend or engage with these processes differently and thereby (dis)solve them. Hence, climate change illustrates the inability of an idealist account of education and social response to sustainability issues. The very notion of climate change highlights the idealist anthropocentric fallacy to assume that a thing (the climate) is reducible to human apprehension (for us the climate is changing), as the climate has been there before humans and has been changing before humans are able to account for it (e.g. the ice ages). Education and social responses to global warming struggle for approaches to address those aspects of things that are beyond the possibility of  human apprehension (climate without/before humans) and by their exclusion (reduction of climate to a climate for us) can be seen to reproduce structures in human practice that amplify the prevalence of sustainability issues. In this paper, we propose that the educational challenges of addressing issues like climate change a grounded in the subject-orientedness of education; the tendency to reduce an issue to the way in which it appears, affects and is manipulated by the human subject as learner. Hence, the issue is reduced to how it is an issue for the human subject, assuming a somewhat exclusive and self-centred (transcendental) position of the human to know and control an issue in practice. In education, this entails the reduction of an issue to a content of education that is to be engaged with by a student and under the didactical intervention of the teacher. As in the subject-oriented didactical triangle, the sustainability issues is reduced to a content of education that has a determinable educative potential (Bildungssubstanz/Bildungsgehalt) in relation to a human learner as well as to the teachers' disciplinary knowledge.

    This presentation aims to introduce an alternate didactical approach, an object-oriented didactics. The axiomatic starting point is here a reintroduction of the Kantian notion of the thing-in-itself that is not reducible to or congruent with a thing-for-us. Consequently, an object-oriented didactical approach differentiates between a content of education (Bildungsinhalt) and object of education (Bildungsgegenstand), where the object of education escapes the learner´s as well as teacher´s attempt to reduce it to a content of education with an determinable educative potential (Bildungssubstanz/Bildungsgehalt).

    The establishment of an axiomatic set of premises of an object-oriented didactics is to allow for a re-engagement with sustainability-related objects of education and with what their indeterminable educational potential means for didactical interventions and expected outcomes of education. 

  • 11.
    Bengtsson, Stefan L.
    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.
    Lysgaard, Jonas
    Säfström, Carl-Anders
    The Inherent Excess of Education2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The promise of education is Janus-faced. On one side it looks to the past and promises to reproduce it. Knowledge, practices and power are institutionalized through education in order to be passed from generation to generation. On the other side education looks to the future and promises to break with this reproduction. Through education, the future of privilege, insight and position is never certain (Säfström,2018). Even though political emphasis on reproducing yesterday’s growth pattern is still very much at the forefront in education, the growing number of sustainability issues show clearly education is, and must, be offering more than the stale reproduction of the problems that riddle our societies and planet. Her we focus on this inherent excess of education. Education always delivers something different than expected and this has become eminently clear with the emerging sustainability issues (Leicht, et al. 2018). First, we are to argue for excess to be the premise and limit of education. Second, this excess challenges current notions of temporality linked with the processes and outcomes of education. Third, this excess consequently haunts contemporary concepts used in order to conceive of education, that is reducing it to linear processes and determinable outcomes. Such conceptions need to be weak and vague given the inherent failure of education to function as a teleological mechanism. Thus we argue for the development of stronger concepts surrounding education in order to support the resilience of education in the face of challenges on three different levels: 1) subject/individual, 2) institutional, 3) societal. Our goal is to rethink education in order to forefront and grasp this inherent excess and how this relates directly to the inherent excess of sustainability issues. To conceive the beautiful risk of education in terms of its always lacking, messy, and gritty excess (Biesta, 2013). It is less of a linear process or journey, but an immanent condition of being a lacking and leaking human.

  • 12.
    Bergeå, Hanna
    et al.
    SLU.
    Kågström, Mari
    SLU.
    Annette, Lööf
    SLU.
    Westin, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Kännedom om dilemman kan leda till bättre samverkan2018Inngår i: Universitetsläraren, nr 8Artikkel, omtale (Annet (populærvitenskap, debatt, mm))
  • 13.
    Brunner, Wolfgang
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    How to create and maintain a Mini ecosystem2012Annet (Annet (populærvitenskap, debatt, mm))
  • 14.
    Brunner, Wolfgang
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    La Misión2012Annet (Annet (populærvitenskap, debatt, mm))
  • 15.
    Brunner, Wolfgang
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    The Mission2012Annet (Annet (populærvitenskap, debatt, mm))
  • 16.
    Brunner, Wolfgang
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Urenje, Shepherd
    The Parts and The Whole: A Holistic Approach to Environmental and Sustainability Education: Manual2012Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 17.
    Do, Thao
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    A Review of Scaling Concepts: ReSolve Scaling Workshops Project2019Rapport (Annet (populærvitenskap, debatt, mm))
  • 18.
    Freduah, George
    et al.
    Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia.
    Fidelman, Pedro
    Univ Queensland, Ctr Policy Futures, St Lucia, Qld, Australia.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia;Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    Adaptive capacity of small-scale coastal fishers to climate and non-climate stressors in the Western region of Ghana2019Inngår i: Geographical Journal, ISSN 0016-7398, E-ISSN 1475-4959, Vol. 185, nr 1, s. 96-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Small-scale coastal fisheries (SSCF) in the Western region of Ghana are affected by a combination of climate and non-climate stressors. Coastal communities are particularly vulnerable to these stressors because of their proximity to the sea and high dependence on small-scale fisheries for their livelihoods. A better understanding of how fishing communities, particularly SSCF, respond to climate and non-climate stressors is paramount to improve planning and implementation of effective adaptation action. Drawing on the capitals framework, this study examines the adaptive capacity of SSCF to the combined effects of climate-related (increasing coastal erosion, and wave and storm frequency) and non-climate-related stressors (declining catches; scarcity and prohibitive cost of fuel; inconsiderate implementation of fisheries laws and policies; competition from the oil and gas industry; sand mining; and algal blooms). The findings show how fishers mobilise and use adaptive capacity through exploitation of various forms of capital, including cultural capital (e.g., local innovation); political capital (e.g., lobbying government and local authorities); social capital (e.g., collective action); human capital (e.g., local leadership); and natural capital (e.g., utilising beach sand) to respond to multiple stressors. Nevertheless, in many cases, fishers' responses were reactive and led to negative (maladaptive) outcomes. Furthermore, this study underscores the importance of critically considering the interactive nature of capitals and how they collectively influence adaptive capacity in the planning and implementation of adaptation research, policy and practice.

  • 19.
    Freduah, George
    et al.
    Univ Sunshine Coast, Sustainabil Res Ctr, ML28,Locked Bag 4, Maroochydore, Qld 4558, Australia.
    Fidelman, Pedro
    Univ Sunshine Coast, Sustainabil Res Ctr, ML28,Locked Bag 4, Maroochydore, Qld 4558, Australia.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, ML28,Locked Bag 4, Maroochydore, Qld 4558, Australia;Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    Mobilising adaptive capacity to multiple stressors: Insights from small-scale coastal fisheries in the Western Region of Ghana2018Inngår i: Geoforum, ISSN 0016-7185, E-ISSN 1872-9398, Vol. 91, s. 61-72Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The processes by which adaptive capacity is mobilised in response to multiple stressors are yet to be fully understood. This study addresses this pressing research gap by drawing on the capitals framework and empirical data from small-scale coastal fisheries in the Western Region of Ghana. It employs an ethnographic approach, based on multiple sources of evidence including documents, interviews and participant observation to examine mechanisms of mobilising adaptive capacity in response to climate and non-climate stressors. Our findings suggest that responding to stressors involves mobilising sets of main-available capitals, such as local innovation, ability to improvise, new technologies, corrupt practices and belief systems (cultural capital); collective action, networks and social ties (social capital); and complaints to the government (political capital). These capitals were the main constituents of adaptive capacity, particularly considering non-responsive government and formal organisations. Further, other forms of capitals, i.e., local leadership, local knowledge, learning capacity, and training (human capital); networks, collective actions, associations and bonding ties (social capital); sand (natural capital); funds from fishing (financial capital), combine in complex ways to mobilise such available capitals. This understanding is critical if synergies among main-available and supporting-available capitals are to support building and mobilizing adaptive capacity. Further, it may help guide important decisions, proactive plans and strategic investment for developing key capitals to enhance adaptive capacity.

  • 20.
    Freduah, George
    et al.
    Univ Sunshine Coast, Sustainabil Res Ctr, ML28,Locked Bag 4, Maroochydore, Qld 4558, Australia..
    Fidelman, Pedro
    Univ Sunshine Coast, Sustainabil Res Ctr, ML28,Locked Bag 4, Maroochydore, Qld 4558, Australia..
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Australia.; Brock Univ, Environm Sustainabil Res Ctr, Canada.
    The impacts of environmental and socio-economic stressors on small scale fisheries and livelihoods of fishers in Ghana2017Inngår i: Applied Geography, ISSN 0143-6228, E-ISSN 1873-7730, Vol. 89, s. 1-11Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Small-scale coastal fisheries are exposed to many stressors, such as poor governance, lack of alternative employment, overfishing and diseases. Stressors, in this context, constitute environmental and socio-economic changes or events at local, national or global levels making the fisheries sector or fishers vulnerable. Climate change is expected to compound the consequences of these stressors on fisheries and livelihoods. Identifying and understanding the effects of important stressors are imperative for building and organising appropriate capacity to adapt and, ultimately, for successful adaptation. However, how climate-related and non-climate stressors jointly affect small-scale fisheries is still to be fully explored. In this paper, we use case studies of three coastal communities in,the Western Region of Ghana to gain insights into how multiple stressors combine to affect small-scale fisheries. The findings show that multiple stressors combine in complex ways, affecting fisheries-based livelihoods and the coastal landscape, vegetation and infrastructure. This suggests that any single stressor is just a part of a set of stressors that jointly affect small-scale coastal fisheries. This study proposes that the effects of climate-related stressors are better comprehended when analysed in light of the synergetic effect of multiple stressors. It has the potential to guide policy-makers and managers in designing and implementing improved strategies to enhance adaptive capacity in response to climate change. Moreover, this knowledge can present an opportunity and justification for solving other inherent developmental problems through climate change adaptation policies and actions.

  • 21.
    Frohlich, Miguel F.
    et al.
    Univ Sunshine Coast, Sustainabil Res Ctr, Sunshine Coast, Qld, Australia.
    Jacobson, Chris
    Univ Sunshine Coast, Sustainabil Res Ctr, Sunshine Coast, Qld, Australia.
    Fidelman, Pedro
    Univ Sunshine Coast, Sustainabil Res Ctr, Sunshine Coast, Qld, Australia; Univ Queensland, Ctr Policy Futures, Brisbane, Qld, Australia.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Sunshine Coast, Qld, Australia; Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    The relationship between adaptive management of social-ecological systems and law: a systematic review2018Inngår i: Ecology & society, ISSN 1708-3087, E-ISSN 1708-3087, Vol. 23, nr 2, artikkel-id 23Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    Adaptive management has been considered a valuable approach for managing social-ecological systems involving high levels of complexity and uncertainty. However, many obstacles still hamper its implementation. Law is often seen as a barrier for moving adaptive management beyond theory, although there has been no synthesis on the challenges of legal constraints or how to overcome them. We contribute to filling this knowledge gap by providing a systematic review of the peer-reviewed literature on the relationship between adaptive management and law in relation to social-ecological systems. We analyze how the scholarship defines the concept of adaptive management, identifies the legal barriers to adaptive management, and the legal strategies suggested for enabling this approach. Research efforts in this domain are still highly geographically concentrated in the United States of America, unveiling gaps concerning the analysis of other legal jurisdictions. Overall, our results show that more flexible legal frameworks can allow for adaptive management without undermining the role of law in providing stability to social interactions. Achieving this balance will likely require the reform of existing laws, regulations, and other legal instruments. Legal reforms can facilitate the emergence of adaptive governance, with the potential to support not only adaptive management implementation but also to make law itself more adaptive.

  • 22.
    Frohlich, Miguel F.
    et al.
    Univ Sunshine Coast, Sustainabil Res Ctr, Locked Bag 4, Maroochydore, Qld 4558, Australia;Saes Advogados, Av Rio Branco 4,Sala 1104, BR-20090000 Rio De Janeiro, RJ, Brazil.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Locked Bag 4, Maroochydore, Qld 4558, Australia;Brock Univ, Environm Sustainabil Res Ctr, 1812 Sir Isaac Brock Way, St Catharines, ON L2S 3A1, Canada.
    Jacobson, Chris
    Univ Sunshine Coast, Sustainabil Res Ctr, Locked Bag 4, Maroochydore, Qld 4558, Australia.
    Fidelman, Pedro
    Univ Sunshine Coast, Sustainabil Res Ctr, Locked Bag 4, Maroochydore, Qld 4558, Australia;Univ Queensland, Ctr Policy Futures, St Lucia, Qld 4072, Australia;Ctr Marine Socioecol, Hobart, Tas 7004, Australia.
    Carter, R. W. (Bill)
    Univ Sunshine Coast, Sustainabil Res Ctr, Locked Bag 4, Maroochydore, Qld 4558, Australia.
    Baldwin, Claudia
    Univ Sunshine Coast, Sustainabil Res Ctr, Locked Bag 4, Maroochydore, Qld 4558, Australia.
    Towards adaptive coastal management: Lessons from a "legal storm" in Byron Shire, Australia2019Inngår i: Ocean and Coastal Management, ISSN 0964-5691, E-ISSN 1873-524X, Vol. 179, artikkel-id 104909Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Adaptive management has been advocated as an appropriate approach for the management of social-ecological systems, although its implementation has proven to be a challenge. Legal systems can hinder or facilitate adaptive management. Focusing on legal arrangements, this article explores how adaptive management can be better operationalised in the context of coastal management. Byron Shire, a local government area in New South Wales, Australia, was selected as a case study where we: (a) analysed how the concept of adaptive management has emerged within the evolution of coastal management and its applicable legal framework, and (b) identified juridical constraints to adaptive coastal management. Qualitative methods were used for the analysis of relevant documents and semi-structured interviews with 23 key informants. The results show that a distorted version of adaptive management has been adopted in Byron Shire's draft coastal management plans, which fails to adhere to the formal, structured, and iterative process of adaptive management. A legacy created by the legal effects of past decisions affecting coastal management has led to a path dependency towards protective measures to manage coastal erosion, constraining other management options, particularly managed realignment strategies. Failure to address juridical constraints in the early stages of the adaptive management process can result in stakeholder conflict and litigation. Overlitigation harms adaptive coastal management by pushing the decision-making process away from the pathway offered by the legal framework for preparing and implementing coastal management plans. After recent legislative coastal reform at the state level, there is momentum for the Byron Shire Council to refocus its adaptive management approach. However, overcoming existing juridical constraints will require adaptive governance, in which all levels of government must work collaboratively with the affected stakeholders in the design and implementation of the adaptive management process.

  • 23.
    Hellquist, Alexander
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Westin, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Medborgardialog om komplexa samhällsfrågor: Delrapport 2 från följeforskarna2018Rapport (Annet vitenskapelig)
    Abstract [sv]

    Denna andra delrapport redovisar resultat från den följeforskning som Uppsala universitet bedriver för att stödja SKL:s projekt för att utveckla metoder för medborgardialog om komplexa samhällsfrågor 2015-2018. Rapporten fokuserar på medborgardialoger som har genomförts i Stockholmsstadsdelen Enskede-Årsta-Vantör, Linköping, Fagersta och Svenljunga. Rapporten bygger på deltagande observation av dessa medborgardialoger under 2016 och första halvåret 2017; enkäter till deltagare i dialogerna i Fagersta och Svenljunga; analyser av skriftligt material från alla kommuner i nätverket samt observationer från de nätverksmöten som SKL arrangerat för erfarenhetsutbyte mellan kommunerna. Studierna avser en kort tids arbete med dialoger, som visserligen har avslutats i en första iteration men som i flera av kommunerna troligen kommer att fortsätta i någon form framöver. Därför gör rapporten inte anspråk på att beskriva långsiktiga resultat och effekter.

  • 24.
    Hellquist, Alexander
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Westin, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Medborgardialog om konfliktfyllda samhällsfrågor: konsensus, agonism eller mobilisering?2019Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Den här rapporten redovisar resultat från följeforskning som Swedesd vid Uppsala universitet har bedrivit kring Sveriges Kommuner och Landstings (SKL:s) projekt att utveckla metoder för att hantera och förebygga konflikter i komplexa frågor genom medborgardialog. SKL:s projekt har pågått mellan 2015 och 2018 i ett nätverk med tio kommuner: Burlöv, Enköping, Fagersta, Linköping, Ljusnarsberg, Sollentuna, Stockholm (stadsdelen Enskede-Årsta-Vantör), Svenljunga, Uppsala och Östhammar. Stadsdelen Västra Hisingen i Göteborg ingick inte ursprungligen i projektet, men har genomfört ett arbete som liknar övriga kommuners och beaktas därför också i rapporten. Exempel på komplexa frågor som kommunerna har arbetat med är avvägningar mellan olika värden i fysisk planering, integration och skolnedläggningar.

    Med avstamp i SKL:s målsättning för projektet är rapporten övergripande frågeställning följande:

    • Hur kan medborgardialoger hantera konflikter om komplexa frågor på ett legitimt sätt?

    Empirin som rapporten baseras på utgörs av skriftligt material från kommunerna i nätverket, observationer från de nätverksmöten som SKL arrangerat för erfarenhetsutbyte mellan kommunerna, deltagande observation av medborgardialoger i Enskede-Årsta-Vantör, Linköping, Fagersta och Svenljunga under 2016 och 2017, intervjuer med några nyckelpersoner på kommunerna, samt enkätundersökningar bland deltagare i dialogerna i Fagersta och Svenljunga.

    Medborgardialoger som koncept förutsätter processer som vilar på demokratisk legitimitet. Olika teorier som underbygger medborgardialogens praktik betonar delvis olika typer av legitimitet, vilket öppnar för flera olika sätt att genomföra och tolka medborgardialoger. Utifrån detta inleds rapporten med en beskrivning av tre ideal för hur medborgardialoger på ett legitimt sätt kan hantera konflikter:

    • Konsensusidealet, som baseras på teorier om deliberativ demokrati och kommunikativ planering.Enligt detta ideal ska medborgardialoger skapa konsensus som upplöser konflikter genom deliberation som uppfyller diskursetiska krav.
    • Det agonistiska idealet, som baseras på post-strukturalistisk demokratiteori och agonistisk planeringsteori. Enligt detta ideal ska medborgardialoger erbjuda en arena för fredlig konflikt mellan olikaståndpunkter, där konsensus inte eftersträvas men motsättningar tillfälligt kan hanteras med beslutsformer som deltagarna accepterar.
    • Det mobiliserande idealet, som baseras på den progressiva planeringstraditionen och demokratiteoretiker som betonar behov att utjämna maktförhållanden. Enligt detta ideal ska medborgardialoghantera konflikter genom att möjliggöra för en grupp eller diskurs att stärka sin position.

    Den modell för medborgardialog kring komplexa frågor som SKL har utvecklat för att stötta kommunerna i nätverket är kompatibel med samtliga tre ideal. Modellen betonar dock insamling av olika relevanta perspektiv på en komplex fråga inför dialogen, och under projektet har SKL tillsammans med anlitade facilitatorer och följeforskare på olika sätt belyst möjligheter att under själva dialogerna bryta motstående perspektiv. I detta avseende implicerar modellen i första hand dialog enligt konsensusidealet eller det agonistiska idealet.

    Tre av kommunerna i nätverket förberedde sig i enlighet med SKL:s modell, men kunde av olika skäl inte genomföra själva dialogen – Ljusnarsberg, Östhammar och Sollentuna. Deras erfarenheter är värdefulla eftersom de på olika sätt illustrerar praktiska utmaningar för medborgardialoger kring komplexa frågor.

    Uppsala följde inte heller SKL:s modell, utan genomförde samtal med medborgare i olika sammanhang kopplade till en större planprocess. Bland annat genomfördes en dialog kring utformningen av en park som exemplifierar hur olika ideal för konflikthantering kan kombineras.

    Bland de kommuner som genomförde dialoger enligt SKL:s modell finns en skillnad mellan Svenljunga och övriga kommuner avseende hur konflikter artikulerades. Svenljungas förberedelser liknade övriga kommuners, men diskussionen under själva dialogen riktades snabbt mot en tydlig konfliktlinje bland deltagarna - bevarande av byskolor kontra centralisering av skolorganisationen. Efter några försök att nå samsyn övergavs konsensusidealet och istället fick representanter för de olika ståndpunkterna ta fram separata underlag för politiskt beslut i linje med det agonistiska idealet.

    Medborgardialogerna i Enskede-Årsta-Vantör, Enköping, Fagersta, Linköping och Västra Hisingen behandlade olika aspekter av social problematik, medan dialogen i Burlöv behandlade en beslutad utbyggnad av järnvägsspår. Till skillnad från i Svenljunga aktiverades inte tydliga konflikter kopplade till dessa frågor inom ramen för dialogerna, även om potentiella spänningar identifierades under förberedelserna. Deltagarna var istället tämligen eniga i sina perspektiv och kunde nå samsyn kring åtgärdsförslag. I så måtto kan dialogerna karaktäriseras som social mobilisering i olika stadsdelar, eller som mobilisering kring inkludering av svaga grupper eller implementering av fattade beslut. I vår tolkning berodde den mobiliserande inriktningen inte på något medvetet beslut, utan snarare på en logisk följd av en kedja av val: 1) målformuleringar som inte specificerade en konflikt utan snarare behov av mobilisering; 2) breda initiala beskrivningar av de komplexa frågorna; och 3) öppna inbjudningar till dialogerna och svårigheter att säkerställa att motstående perspektiv representerades. Vi föreslår att dessa val delvis kan förklaras med en konfliktundvikande tendens kopplad till en rädsla att erodera tillit, och en motsättning mellan en önskan att ta ett helhetsgrepp kring en komplex fråga och möjligheten att rikta fokus mot en specifik konflikt. Vi menar att mobiliserande dialoger som inte inkluderar och tydliggör motstående perspektiv kan innebära en risk att konflikter skjuts på framtiden och skärps, men samtidigt ser vi att en framgångsrik mobilisering potentiellt kan identifiera åtgärder som hanterar dessa konflikter eller undanröjer deras grogrund.Ett viktigt resultat som tycks vara gemensamt för samtliga kommuner i SKL:s projekt är ökad kunskap och ökad tillit gentemot kommunerna bland dialogernas deltagare, vilket kan fungera generellt konfliktförebyggande. Också dialogen i Svenljunga genererade tillit och lärande, trots att den inkluderade en tydlig konflikt som inte gick att lösa ut inom ramen för projektet.

    I den fortsatta utvecklingen av praktiken kring konflikthantering genom medborgardialog menar vi att det är önskvärt att kommuner tydliggör vilket eller vilka ideal som en dialog strävar mot. Vi konstaterar också att det återstår frågor kring hur konflikter i form av motstridiga perspektiv bland deltagarna i en medborgardialog kan hanteras på legitima sätt. Med avstamp i Dryzeks syn på demokrati som deliberation mellan olika diskurser menar vi att det skulle kunna vara fruktbart att mer explicit artikulera konfliktlinjer kring en komplex fråga inför en dialog; att genom medveten rekrytering säkerställa representation av motstridiga perspektiv; och att genom aktiv facilitering rikta dialogen mot konfliktlinjerna.

  • 25.
    Hellquist, Alexander
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Westin, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    On the Inevitable Bounding of Pluralism in ESE: An Empirical Study of the Swedish Green Flag Initiative2019Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, nr 7, artikkel-id 2026Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores potential tensions in transformative learning and environmental and sustainability education (ESE) between, on the one hand, pluralistic approaches, and, on the other hand, promotion of societal change to address urgent issues. We stipulate that design of ESE inevitably contributes to a bounding of the plurality of facts and values that are acknowledged in a given learning process. Based on a frame analysis of the Swedish Green Flag initiative, we argue that such bounding by design is a key aspect of how ESE practitioners handle tensions between pluralism and urgency, either consciously or unconsciously. Given its inevitability and importance, we assert that bounding by design is insufficiently theorized in ESE literature, which might partly explain that practitioners perceive pluralistic ideals as challenging. In the empirics, we discern three justifications for bounding by design: (i) certain facts or degree of scientific consensus; (ii) objectives decided by elected bodies; and (iii) decisions taken by student and teacher representatives. We point to the theory of libertarian paternalism and a typology of democratic legitimacy as conceptual tools that can guide further scrutiny of pluralistic ESE and support practitioners in undertaking conscious and transparent bounding by design. 

  • 26.
    Hellquist, Alexander
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Westin, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    På väg mot bättre dialog i samråden på Gotland: Rapport från ett samarbete mellan Länsstyrelsen i Gotlands län och Swedesd, Uppsala universitet2017Rapport (Annet vitenskapelig)
  • 27.
    Hellquist, Alexander
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Westin, Martin
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Urenje, Shepherd
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Supporting Urban Sustainability 2010-2011: Experiences from a learning programme2012Rapport (Annet (populærvitenskap, debatt, mm))
  • 28.
    Hertting, Nils
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Institutet för bostads- och urbanforskning (IBF).
    Alexander, Hellquist
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Om ”demokratiutvecklare” och medborgardialoger i svenska kommuner: idéer, institutionalisering och erfarna konsekvenser: Rapport till Sveriges Kommuner och Landsting (SKL)2017Rapport (Annet vitenskapelig)
  • 29.
    Ignell, Caroline
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Davies, Peter
    Lundholm, Cecilia
    Swedish Upper Secondary School Students' Conceptions of Negative Environmental Impact and Pricing2013Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 5, nr 3, s. 982-996Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 30.
    Kronlid, David
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Friman, Eva
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Nihlfors, Elisabet
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Hela vetenskapen! 15 forskare om integrerad forskning: (Mar)drömmen om den integrerade forskningen2014Rapport (Annet (populærvitenskap, debatt, mm))
  • 31.
    Kronlid, David O.
    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.
    Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy2014 (oppl. 1)Bok (Fagfellevurdert)
    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.

  • 32.
    Kronlid, David O.
    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. Swedish International Centre of Education for Sustainable Development/Uppsala universitet.
    Skolans värdegrund 2.0: Etik för en osäker tid2017 (oppl. 1)Bok (Annet (populærvitenskap, debatt, mm))
  • 33.
    Kronlid, David O.
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Grandin, Jakob
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, För teknisk-naturvetenskapliga fakulteten gemensamma enheter, Uppsala centrum för hållbar utveckling, CSD Uppsala, Cemus.
    Mobile Adaptation2014Inngår i: Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy / [ed] David O. Kronlid, New York: Palgrave Macmillan, 2014, s. 47-74Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 34.
    Kronlid, David
    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.
    Sandell, Klas
    Svennbeck, Margareta
    Öhman, Johan
    Östman, Leif
    Uppsala universitet, Utbildningsvetenskapliga fakulteten, Institutionen för didaktik. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Inledning2015Inngår i: Naturmötespraktiker och miljömoraliskt lärande / [ed] Leif Östman, Uppsala University, 2015, s. 9-20Kapittel i bok, del av antologi (Fagfellevurdert)
  • 35.
    Lenglet, Frans
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Can ESD Reach the Year 2020?2014Inngår i: Journal of Education for Sustainable Development, ISSN 0973-4082, Vol. 8, nr 2, s. 121-125Artikkel i tidsskrift (Fagfellevurdert)
  • 36.
    Lenglet, Frans
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Climate Change Education Research: What it could be andwhy it matters2009Inngår i: Southern Journal of Environmental Education, ISSN 1810-0333, Vol. 26, s. 93-103Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 37.
    Lenglet, Frans
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    ESD and Assessing the Quality of Education and Learning2015Inngår i: 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, s. 57-72Kapittel i bok, del av antologi (Fagfellevurdert)
    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.

  • 38.
    Lenglet, Frans
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Neeser, Marie
    Jain, Shivani
    Taylor, Jim
    Sweden’s Pioneering Role in Education for Sustainable Development2010Inngår i: Tomorrow Today / [ed] UNESCO/Tudor Rose, UK: Tudor Educational, 2010Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 39.
    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 universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    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 change2016Inngår i: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 20, s. 50-55Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 40.
    Lotz-Sisitka, Heila
    et al.
    Rhodes Univ, Grahamstown, South Africa..
    Wals, Arjen E. J.
    Univ Gothenburg, Wageningen Univ, Gothenburg, Sweden..
    Kronlid, David
    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.
    McGarry, Dylan
    Durban Univ Technol, Durban, South Africa..
    Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction2015Inngår i: Current Opinion in Environmental Sustainability, ISSN 1877-3435, E-ISSN 1877-3443, Vol. 16, s. 73-80Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 41. Lysgaard, Jonas
    Laugensen, Martin
    Dark Pedagogy: Education, Horror and the Anthropocene2019Bok (Fagfellevurdert)
  • 42.
    Melo Zurita, Maria de Lourdes
    et al.
    Univ Sydney, Sch Geosci, Camperdown, NSW, Australia.
    Thomsen, Dana C.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia; Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    Holbrook, Neil J.
    Univ Tasmania, Inst Marine & Antarctic Studies, Battery Point , Australia.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia; Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    Lyth, Anna
    Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia.
    Munro, Paul G.
    Univ New South Wales, Sch Humanities & Languages, Kensington, NSW , Australia.
    de Bruin, Annemarieke
    Univ York, Stockholm Environm Inst, York YO10 5NG, N Yorkshire, England..
    Seddaiu, Giovanna
    Univ Sassari, Desertificat Res Ctr, Viale Italia 39, I-07100 Sassari, Italy.;Univ Sassari, Dept Agr Sci, Viale Italia 39, I-07100 Sassari, Italy..
    Roggero, Pier Paolo
    Univ Sassari, Desertificat Res Ctr, Viale Italia 39, I-07100 Sassari, Italy.;Univ Sassari, Dept Agr Sci, Viale Italia 39, I-07100 Sassari, Italy..
    Baird, Julia
    Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada..
    Plummer, Ryan
    Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld 4556, Australia.;Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada.;Stockholm Univ, Stockholm Resilience Ctr, S-10691 Stockholm, Sweden..
    Bullock, Ryan
    Univ Winnipeg, Dept Environm Studies & Sci, Winnipeg, MB R3B 2E9, Canada..
    Collins, Kevin
    Open Univ, Dept Engn & Innovat, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
    Powell, Neil
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld 4556, Australia.
    Global Water Governance and Climate Change: Identifying Innovative Arrangements for Adaptive Transformation2018Inngår i: Water, ISSN 2073-4441, E-ISSN 2073-4441, Vol. 10, nr 1, artikkel-id 29Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    A convoluted network of different water governance systems exists around the world. Collectively, these systems provide insight into how to build sustainable regimes of water use and management. We argue that the challenge is not to make the system less convoluted, but rather to support positive and promising trends in governance, creating a vision for future environmental outcomes. In this paper, we analyse nine water case studies from around the world to help identify potential innovative arrangements' for addressing existing dilemmas. We argue that such arrangements can be used as a catalyst for crafting new global water governance futures. The nine case studies were selected for their diversity in terms of location, scale and water dilemma, and through an examination of their contexts, structures and processes we identify key themes to consider in the milieu of adaptive transformation. These themes include the importance of acknowledging socio-ecological entanglements, understanding the political dimensions of environmental dilemmas, the recognition of different constructions of the dillema, and the importance of democratized processes.

  • 43.
    Mickelsson, Martin
    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.
    Scaling and subjectification in an ESD educational projectInngår i: Journal of Education for Sustainable Development, ISSN 0973-4082, E-ISSN 0973-4074Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 44.
    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 project2018Konferansepaper (Fagfellevurdert)
  • 45.
    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 learning2019Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 1, s. 135-150Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 46.
    Nursey-Bray, Melissa
    et al.
    Univ Adelaide, Dept Geog, North Terrace, Adelaide, SA 5005, Australia;Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia.
    Palmer, R.
    Univ Adelaide, Dept Media, Adelaide, SA, Australia.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, Sippy Downs, Qld, Australia;Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    Rist, P.
    Girringun Aboriginal Corp, Cardwell, Australia.
    Old ways for new days: Australian Indigenous peoples and climate change2019Inngår i: Local Environment: the International Journal of Justice and Sustainability, ISSN 1354-9839, E-ISSN 1469-6711, Vol. 24, nr 5, s. 473-486Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores how Australia's Indigenous peoples understand and respond to climate change impacts on their traditional land and seas. Our results show that: (i) Indigenous peoples are observing modifications to their country due to climate change, and are doing so in both ancient and colonial time scales; (ii) the ways that climate change terminology is discursively understood and used is fundamental to achieving deep engagement and effective adaptive governance; (iii) Indigenous peoples in Australia exhibit a high level of agency via diverse approaches to climate adaptation; and (iv) humour is perceived as an important cultural component of engagement about climate change and adaptation. However, wider governance regimes consistently attempt to "upscale" Indigenous initiatives into their own culturally governed frameworks - or ignore them totally as they "don't fit" within neoliberal policy regimes. We argue that an opportunity exists to acknowledge the ways in which Indigenous peoples are agents of their own change, and to support the strategic localism of Indigenous adaptation approaches through tailored and place-based adaptation for traditional country.

  • 47.
    Plummer, Paul
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Geovetenskapliga sektionen, Institutionen för geovetenskaper. Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Urban Sustainability Transitions as Educative Practices: A Case Study of the Solidarity Fridge in Gothenburg, Sweden2019Independent thesis Advanced level (degree of Master (Two Years)), 20 poäng / 30 hpOppgave
    Abstract [en]

    Urban areas will play a decisive role in the sustainability of future societies. As such, there is a need to understand the processes through which cities can become more sustainable. Based on a qualitative case study of a community food waste initiative in Gothenburg, Sweden, this thesis explores the phenomenon of urban sustainability transitions in relation to learning. The thesis attempts to explain how learning at the level of socio-technical niches could be instrumental to broader systemic changes at the regime level. The theoretical framework for the thesis draws on the transactional perspective on learning developed from pragmatist educational philosophy, as well as practice theoretical approaches to studying sustainability transitions which have emerged in recent years. The empirical results gathered from the case are analysed using dramaturgical analysis and practical epistemology analysis. Based on these analyses, the thesis argues that the role and significance of learning in urban sustainability transitions can be understood in terms of educative practices, a concept which is elaborated in the discussion chapter. Thus, it is argued that learning through educative practices can contribute to urban sustainability transitions by challenging prevailing institutional norms and structures, and by establishing pathways through which unsustainable elements within the socio-technical regime can be reconfigured.

  • 48.
    Plummer, Ryan
    et al.
    Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada;Stockholm Univ, Stockholm Resilience Ctr, Stockholm, Sweden.
    Baird, Julia
    Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada;Brock Univ, Dept Geog & Tourism Studies, St Catharines, ON, Canada.
    Bullock, Ryan
    Univ Winnipeg, Dept Environm Studies & Sci, Winnipeg, MB, Canada;Univ Winnipeg, Ctr Forest Interdisciplinary Res, Winnipeg, MB, Canada.
    Dzyundzyak, Angela
    Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada.
    Dupont, Diane
    Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada;Brock Univ, Dept Econ, St Catharines, ON, Canada.
    Swartling, Asa Gerger
    Stockholm Ctr, Stockholm Environm Inst, Stockholm, Sweden.
    Johannessen, Ase
    Stockholm Ctr, Stockholm Environm Inst, Stockholm, Sweden.
    Huitema, Dave
    Vrije Univ Amsterdam, Inst Environm Studies, Amsterdam, Netherlands.
    Lyth, Anna
    Univ Tasmania, Sch Land & Food, Geog & Spatial Studies, Hobart, Tas, Australia;Univ Sunshine Coast, Sustainabil Res Ctr, Maroochydore, Australia.
    Zurita, Maria de Lourdes Melo
    Univ Sydney, Sch Geosci, Camperdown, NSW, Australia.
    Munaretto, Stefania
    Vrije Univ Amsterdam, Inst Environm Studies, Amsterdam, Netherlands.
    Smith, Timothy
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada;Univ Sunshine Coast, Sustainabil Res Ctr, Maroochydore, Australia.
    Thomsen, Dana
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON L2S 3A1, Canada;Univ Sunshine Coast, Sustainabil Res Ctr, Maroochydore, Australia.
    Flood Governance: A multiple country comparison of stakeholder perceptions and aspirations2018Inngår i: Environmental Policy and Governance, ISSN 1756-932X, E-ISSN 1756-9338, Vol. 28, nr 2, s. 67-81Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Flooding is routinely among the most disastrous annual events worldwide with extensive impacts on human wellbeing, economies and ecosystems. Thus, how decisions are made about floods (i.e. flood governance) is extremely important and evidence shows that it is changing, with non-governmental actors (civil society and the private sector) becoming involved in new and sometimes hybrid governance arrangements. This study investigates how stakeholders perceive floods to be governed and how they believe decision-making ought to occur, with the intent of determining to what extent changing governance is evident on the ground and how well (or poorly) it aligns with desired governance arrangements. Flood governance stakeholders were surveyed in five flood-prone geographical areas from Australia, Canada, Italy, the Netherlands and Sweden. The findings suggest that a reconfiguration of flood governance is underway with relatively little consensus regarding the specific arrangements and mechanisms in place during this transitionary period. Across the five cases, stakeholders indicated that they wanted flood governance to be organized at multiple levels, with strong government involvement and with diverse actor groups, and through mechanisms that match the involvement of these actors, with a lack of desirability for some specific configurations involving the private sector in particular. There was little alignment between stakeholder perceptions of governance currently in place and their desired arrangements, except for government involvement. Future research directions highlight the importance of the inclusion of stakeholder perspectives in assessing flood governance, and following the transition in flood governance over time. Copyright (c) 2017 John Wiley & Sons, Ltd and ERP Environment

  • 49.
    Raikes, Jonathan
    et al.
    Univ Sunshine Coast, Sustainabil Res Ctr, 90 Sippy Downs Dr, Sippy Downs, Qld 4556, Australia.
    Smith, Timothy F.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling. Univ Sunshine Coast, Sustainabil Res Ctr, 90 Sippy Downs Dr, Sippy Downs, Qld 4556, Australia;;Brock Univ, Environm Sustainabil Res Ctr, St Catharines, ON, Canada.
    Jacobson, Christine
    Univ Sunshine Coast, Sustainabil Res Ctr, 90 Sippy Downs Dr, Sippy Downs, Qld 4556, Australia.
    Baldwin, Claudia
    Univ Sunshine Coast, Sustainabil Res Ctr, 90 Sippy Downs Dr, Sippy Downs, Qld 4556, Australia.
    Pre-disaster planning and preparedness for floods and droughts: A systematic review2019Inngår i: International Journal of Disaster Risk Reduction, E-ISSN 2212-4209, Vol. 38, artikkel-id UNSP 101207Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    Increasing intensity and frequency of climate-related disasters such as floods and droughts challenge existing governance models of disaster risk reduction. This paper systematically reviews 147 articles on pre-disaster planning and preparedness for floods and droughts in developed countries. The results show: 1) the formal adoption of an integrated system of disaster risk reduction and human development remains fragmented due to a lack of legislative and policy frameworks; 2) there is a trend toward the privatization of risk management by devolving responsibility for disaster liability to landowners; 3) planning and preparedness is more common for floods than droughts in the disaster literature; and 4) flood management is increasingly risk-oriented, whereas drought management in the disaster literature remains dominated by a crisis management framework. Integration of pre-disaster planning and preparedness with human development initiatives requires further investigation to achieve Sustainable Development Goals (SDGs) at local, national and international scales.

  • 50.
    Schrage, Jesse
    et al.
    Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Geovetenskapliga sektionen, Institutionen för geovetenskaper, Uppsala centrum för hållbar utveckling, CSD Uppsala, Cemus.
    Lenglet, Frans
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, SWEDESD - Internationellt center för lärande för hållbar utveckling.
    Towards a Theory-based framework for assessing the mainstreaming of education for sustainable development: A case study of teacher education institutions in Botswana2016Inngår i: Southern African Journal of Environmental Education, ISSN 2411-5959, Vol. 32, nr 2016, s. 87-104Artikkel i tidsskrift (Fagfellevurdert)
    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. 

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