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Manni, A. (2018). Contingency and transformation: teachers’ and students’ experiences of a Climate Council School Project. Nordidactica: Journal of Humanities and Social Science Education, 4, 1-20
Åpne denne publikasjonen i ny fane eller vindu >>Contingency and transformation: teachers’ and students’ experiences of a Climate Council School Project
2018 (engelsk)Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 4, s. 1-20Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper presents a case study of a Climate Council School project within education for sustainable development (ESD). Students and their teachers from grade 9 and upper secondary school took part in this project when working on finding sustainable visions and solutions for their city in 2030. The project involved the local government as well as businesspeople, since they all met and shared sustainable visions at the climate council conference. Drawing on transformative learning theories, the case is studied and analysed from both teacher and student perspectives. Educational challenges as well as new possibilities are documented outcomes through the participants’ experiences in this school project aiming for sustainability. Initial contingency, in relation to the complex content and new ways of teaching, is found to be a presumption for learning as creative work, transformation, and new ideas contributing to a more sustainable society.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2018
Emneord
education for sustainable development, transformative education, case study
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-155839 (URN)
Tilgjengelig fra: 2019-01-29 Laget: 2019-01-29 Sist oppdatert: 2019-01-31bibliografisk kontrollert
Manni, A. (2018). Multifunktionella utomhusmiljöer i förskolan för hållbarhet och hälsa. Stockholm: Skolverket
Åpne denne publikasjonen i ny fane eller vindu >>Multifunktionella utomhusmiljöer i förskolan för hållbarhet och hälsa
2018 (svensk)Annet (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, sider
Stockholm: Skolverket, 2018
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-160664 (URN)
Tilgjengelig fra: 2019-06-20 Laget: 2019-06-20 Sist oppdatert: 2019-06-24bibliografisk kontrollert
Manni, A. (2018). School children envisioning future knowledge and agency within the context of education for sustainable development. In: Jari Ristiniemi, Geir Skeie, Karin Sporre (Ed.), Challenging life: existential questions as a resource in education (pp. 313-328). Münster: Waxmann Verlag
Åpne denne publikasjonen i ny fane eller vindu >>School children envisioning future knowledge and agency within the context of education for sustainable development
2018 (engelsk)Inngår i: Challenging life: existential questions as a resource in education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre, Münster: Waxmann Verlag, 2018, s. 313-328Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This chapter focuses schoolchildren's thoughts about future important knowledge and possibilities to act for sustainable development. In this study, children's thoughts about knowledge and agency are related to education for sustainable development as a contemporary context. Based on 209 Swedish schoolchildren’s individual written responses, the study is analysed with a qualitative thematic content analysis. The results show that a majority of the children envision socially and environmentally related knowledge to be important in the future, and furthermore that they have possibilitiesto make impact in society. Finally, the results are discussed in relation to what is prioritized in current educational curricula, our responsibilities for school children losing faith in school and feelings of insecurity about their future.

sted, utgiver, år, opplag, sider
Münster: Waxmann Verlag, 2018
Serie
Religious Diversity and Education in Europe, ISSN 1862-9547 ; 37
Emneord
ethics, education, sustainability
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-147971 (URN)978-3-8309-3886-6 (ISBN)978-3-8309-8886-1 (ISBN)
Tilgjengelig fra: 2018-05-23 Laget: 2018-05-23 Sist oppdatert: 2019-04-18bibliografisk kontrollert
Manni, A. (2018). Sustainability literacy for the future citizens: Teachers’ and students’ experiences of a “Climate Council School project”. In: : . Paper presented at SASUF, South Africa and Sweden University forum.
Åpne denne publikasjonen i ny fane eller vindu >>Sustainability literacy for the future citizens: Teachers’ and students’ experiences of a “Climate Council School project”
2018 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

This presentation takes its point of departure in recognizing us living in a world of societal changes and environmental crises where needs of new thinking and sustainable actions are demanded.  I am here especially focusing a current educational situation roughly described to be in the core of different demands and expectations. Firstly, Education for sustainable development (ESD) is nowadays regarded as a societal issue, where young people’s possibilities to act commonly and engage in society is a crucial aim and outcome in the UNESCO documents. Secondly and quite opposite, the mainstream educational curricula are described to be striving the other direction; towards more control of individual pre-determined knowledge through tests, and with less options of innovations, critical thinking and a knowledge in-use .

Standing in this crossfire of different educational politics and ideas the situation is assumed to be a delicate issue to handle for teachers in practice. This presentation is based on a case study of a “Climate Council school project” (cf. WWF) where school students, teachers and members of the local government met and discussed sustainability issues. I intend to focus and discuss both dilemmas and unexpected possibilities when taking on new educational challenges and transdisciplinary teaching such as sustainable development, and how the concept of Sustainable literacy might be useful in educational settings today.

Emneord
Sustainability literacy, educational challenges, case study
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-147972 (URN)
Konferanse
SASUF, South Africa and Sweden University forum
Forskningsfinansiär
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT)
Tilgjengelig fra: 2018-05-23 Laget: 2018-05-23 Sist oppdatert: 2018-06-09
Manni, A., Sporre, K. & Ottander, C. (2017). Emotions and values: a case study of meaning-making in ESE. Environmental Education Research, 23(4), 451-464
Åpne denne publikasjonen i ny fane eller vindu >>Emotions and values: a case study of meaning-making in ESE
2017 (engelsk)Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 4, s. 451-464Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

With an interest in the role of emotions and values in students' meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey's theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum's theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students' group work. The results provide examples of students' meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase.

Emneord
meaning-making, emotions, values, environmental and sustainability issues, meningsskapande, emotioner, värden, miljö- och hållbarhetsfrågor
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-120384 (URN)10.1080/13504622.2016.1175549 (DOI)000395203700001 ()
Tilgjengelig fra: 2016-05-16 Laget: 2016-05-16 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Manni, A. (2017). Ethical dimensions of children's meaning-making in environmental and sustainability issues. In: : . Paper presented at EthiCo Conference “What may be learnt in ethics? Present and future conceptions of ethical competence”, 11-13 december 2017, Gothenburg, Sweden (pp. 18-18). University of Gothenburg
Åpne denne publikasjonen i ny fane eller vindu >>Ethical dimensions of children's meaning-making in environmental and sustainability issues
2017 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In this presentation I will outline some ethical dimensions found in children’s meaning-making processes when studying environmental and sustainability issues. The presentation is based on my doctoral thesis where school children aged 10-12 took part in two empirical studies. The first study was a comprehensive questionnaire including open ended questions. The second study was a case study in one grade 6 class for one school semester. Both studies focused how children in these ages understood, valued and made meaning in environmental and sustainability issues. The overall methodology for my thesis was mixed methods. The methods used when analyzing were in the first study thematic content analysis for the open questions, and statistics on both a descriptive level and a relational level. In the second study, the case study, a number of empirical sources were used in order to analyze children’s meaning-making processes over time in two different school contexts, one more practical outdoors and one indoors, more digital. The theoretical frameworks used in these studies are John Dewey’s theories on aesthetic experience and learning, and also Martha Nussbaum’s theories regarding emotions and values. My results reveal that there are different kinds of ethical dimensions in children’s understanding, valuing and actions. One dimension concerns aspects of environmental ethics when children express how they value nature. Other dimensions concern how children form values from emotional responses. Finally, I will discuss what might be learnt in ethics when environmental and sustainability issues are focused in educational activities.

sted, utgiver, år, opplag, sider
University of Gothenburg, 2017
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-147968 (URN)
Konferanse
EthiCo Conference “What may be learnt in ethics? Present and future conceptions of ethical competence”, 11-13 december 2017, Gothenburg, Sweden
Tilgjengelig fra: 2018-05-23 Laget: 2018-05-23 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Manni, A., Näs, H. & Åberg, E. (2017). Sammansatta problem i undervisning för hållbar utveckling. In: Eldri Scheie, Majken Korsager (Ed.), Nordisk arbeidsmodell for undervisning for bærekraftig utvikling: (pp. 14-19). Oslo: Naturfagsenteret
Åpne denne publikasjonen i ny fane eller vindu >>Sammansatta problem i undervisning för hållbar utveckling
2017 (svensk)Inngår i: Nordisk arbeidsmodell for undervisning for bærekraftig utvikling / [ed] Eldri Scheie, Majken Korsager, Oslo: Naturfagsenteret , 2017, s. 14-19Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, opplag, sider
Oslo: Naturfagsenteret, 2017
Serie
Naturfagsentrets rapport, ISSN 2464-4544, E-ISSN 2464-4552 ; 1/2017
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-147970 (URN)
Prosjekter
Hållbar utveckling: Nordisk modul for baerkraftig utvikling
Forskningsfinansiär
Nordic Council of Ministers, 15124
Tilgjengelig fra: 2018-05-23 Laget: 2018-05-23 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Manni, A. (2017). Vuxnas engagemang avgörande för barns lärande om hållbar utveckling. Skolverket
Åpne denne publikasjonen i ny fane eller vindu >>Vuxnas engagemang avgörande för barns lärande om hållbar utveckling
2017 (svensk)Annet (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, sider
Skolverket, 2017
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-159483 (URN)
Merknad

Recension av Farhana Borgs avhandling ”Caring for people and the planet- Preschool children’s knowledge and practices of sustainability”

Tilgjengelig fra: 2019-05-28 Laget: 2019-05-28 Sist oppdatert: 2019-06-26bibliografisk kontrollert
Manni, A., Ottander, C. & Sporre, K. (2017). Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice. Journal of Adventure Education and Outdoor Learning, 17(2), 108-121
Åpne denne publikasjonen i ny fane eller vindu >>Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice
2017 (engelsk)Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, nr 2, s. 108-121Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes.

Emneord
Aesthetic experience, meaning-making, outdoor and environmental education, emotions
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-101822 (URN)10.1080/14729679.2016.1219872 (DOI)000399454400002 ()
Tilgjengelig fra: 2015-04-13 Laget: 2015-04-13 Sist oppdatert: 2018-06-07bibliografisk kontrollert
Manni, A. (2016). Emotionella lärprocesser i utemiljö för hållbar kunskap. Bladet, 30(4), 19-20
Åpne denne publikasjonen i ny fane eller vindu >>Emotionella lärprocesser i utemiljö för hållbar kunskap
2016 (svensk)Inngår i: Bladet, ISSN 1650-2310, Vol. 30, nr 4, s. 19-20Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm)) Published
sted, utgiver, år, opplag, sider
Naturskoleföreningen i Sverige, 2016
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-135361 (URN)
Tilgjengelig fra: 2017-05-24 Laget: 2017-05-24 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4388-7970