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Publications (10 of 20) Show all publications
Manni, A. (2018). School children envisioning future knowledge and agency within the context of education for sustainable development. In: Ristiniemi, J., Skeie, G. & Sporre, K (Ed.), Challenging life: existential questions as resources in education. Münster: Waxmann Verlag
Open this publication in new window or tab >>School children envisioning future knowledge and agency within the context of education for sustainable development
2018 (English)In: Challenging life: existential questions as resources in education / [ed] Ristiniemi, J., Skeie, G. & Sporre, K, Münster: Waxmann Verlag, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2018
National Category
Ethics
Identifiers
urn:nbn:se:umu:diva-147971 (URN)
Note

Boken är under tryckning 2018 05 23, 

Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-06-09
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.
Open this publication in new window or tab >>Sustainability literacy for the future citizens: Teachers’ and students’ experiences of a “Climate Council School project”
2018 (English)Conference paper, Oral presentation only (Refereed)
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.

Keywords
Sustainability literacy, educational challenges, case study
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-147972 (URN)
Conference
SASUF, South Africa and Sweden University forum
Funder
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT)
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 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
Open this publication in new window or tab >>Emotions and values: a case study of meaning-making in ESE
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 451-464Article in journal (Refereed) 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.

Keywords
meaning-making, emotions, values, environmental and sustainability issues, meningsskapande, emotioner, värden, miljö- och hållbarhetsfrågor
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-120384 (URN)10.1080/13504622.2016.1175549 (DOI)000395203700001 ()
Available from: 2016-05-16 Created: 2016-05-16 Last updated: 2018-06-07Bibliographically approved
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
Open this publication in new window or tab >>Ethical dimensions of children's meaning-making in environmental and sustainability issues
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
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.

Place, publisher, year, edition, pages
University of Gothenburg, 2017
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-147968 (URN)
Conference
EthiCo Conference “What may be learnt in ethics? Present and future conceptions of ethical competence”, 11-13 december 2017, Gothenburg, Sweden
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-06-09Bibliographically approved
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
Open this publication in new window or tab >>Sammansatta problem i undervisning för hållbar utveckling
2017 (Swedish)In: Nordisk arbeidsmodell for undervisning for bærekraftig utvikling / [ed] Eldri Scheie, Majken Korsager, Oslo: Naturfagsenteret , 2017, p. 14-19Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Oslo: Naturfagsenteret, 2017
Series
Naturfagsentrets rapport, ISSN 2464-4544, E-ISSN 2464-4552 ; 1/2017
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-147970 (URN)
Projects
Hållbar utveckling: Nordisk modul for baerkraftig utvikling
Funder
Nordic Council of Ministers, 15124
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-06-09Bibliographically approved
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
Open this publication in new window or tab >>Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice
2017 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, no 2, p. 108-121Article in journal (Refereed) 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.

Keywords
Aesthetic experience, meaning-making, outdoor and environmental education, emotions
National Category
Pedagogical Work Learning
Identifiers
urn:nbn:se:umu:diva-101822 (URN)10.1080/14729679.2016.1219872 (DOI)000399454400002 ()
Available from: 2015-04-13 Created: 2015-04-13 Last updated: 2018-06-07Bibliographically approved
Manni, A. (2016). Emotionella lärprocesser i utemiljö för hållbar kunskap. Bladet, 30(4), 19-20
Open this publication in new window or tab >>Emotionella lärprocesser i utemiljö för hållbar kunskap
2016 (Swedish)In: Bladet, ISSN 1650-2310, Vol. 30, no 4, p. 19-20Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Naturskoleföreningen i Sverige, 2016
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-135361 (URN)
Available from: 2017-05-24 Created: 2017-05-24 Last updated: 2018-06-09Bibliographically approved
Manni, A. (2016). Exploring learning experiences and meaning-making in environmental and sustainabliity issues. In: Shirley Simon, Christina Ottander, and Ilka Parchmann (Ed.), Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher (pp. 68-80). Routledge
Open this publication in new window or tab >>Exploring learning experiences and meaning-making in environmental and sustainabliity issues
2016 (English)In: Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher / [ed] Shirley Simon, Christina Ottander, and Ilka Parchmann, Routledge, 2016, p. 68-80Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2016
Series
Routledge research in higher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-119100 (URN)978-1-138-89028-2 (ISBN)978-1-315-71249-9 (ISBN)
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2018-06-07Bibliographically approved
Manni, A. (2016). Mellanstadieelevers emotioner och värderingar i hållbarhetsfrågor. Religion & Livsfrågor (1), 9-10
Open this publication in new window or tab >>Mellanstadieelevers emotioner och värderingar i hållbarhetsfrågor
2016 (Swedish)In: Religion & Livsfrågor, ISSN 0347-2159, no 1, p. 9-10Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-135360 (URN)
Available from: 2017-05-24 Created: 2017-05-24 Last updated: 2018-06-09Bibliographically approved
Manni, A. (2016). Young thoughts about a sustainable future – knowledge, skills and agency. In: : . Paper presented at Existential questions in research and education - Människors livsfrågor i forskning och undervisning, Oct 27.- 29. 2016, Sigtuna, Sweden.
Open this publication in new window or tab >>Young thoughts about a sustainable future – knowledge, skills and agency
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-135359 (URN)
Conference
Existential questions in research and education - Människors livsfrågor i forskning och undervisning, Oct 27.- 29. 2016, Sigtuna, Sweden
Available from: 2017-05-24 Created: 2017-05-24 Last updated: 2018-06-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4388-7970

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