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Emotions and values – a case study of meaning-making in ESE
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-4388-7970
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0002-4483-0597
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2016 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed) Epub ahead of print
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.

Place, publisher, year, edition, pages
Keyword [en]
meaning-making, emotions, values, environmental and sustainability issues
Keyword [sv]
meningsskapande, emotioner, värden, miljö- och hållbarhetsfrågor
National Category
Pedagogical Work
Research subject
educational work
URN: urn:nbn:se:umu:diva-120384DOI: 10.1080/13504622.2016.1175549OAI: diva2:928703
Available from: 2016-05-16 Created: 2016-05-16 Last updated: 2016-09-01

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Manni, AnnikaSporre, KarinOttander, Christina
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