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  • 1.
    Adenling, Elinor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att bli miljömedveten: Perspektiv på miljöhandbokens textvärld2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is the study of environmental consciousness as a discursive educational project. The empirical material consist of 18 environmental handbooks that have been published in Sweden during the years 1976-2007 of which 13 appeared between 1988 and 1995. The research work uses the basic assumptions of discourse analysis, namely that language is an important factor in the construction and development of social norms and values. Three areas recieve close attention: questions relating to the form and content of the handbooks, questions relating to the social circumstances in which the handbooks were produced and questions relating to the overall educational significance of the handbooks. In the first instance, the handbooks are examined in the light of three different contextual stories. They can be read as part of wider discussions of environmentally-concsious life-styles, as a development of earlier Swedish discussions about domesticity, health, thrift and consumption, and, finally they can be read as an expression of a narrative about a dominant aspect of modernity – science. The second part of the research work comprises an examination of the handbooks in terms of their audience and educational purpose. What kind of individual is to be shaped by these handbooks? What is anticipated as the desired or ideal environmentalist? Discourse analysis suggests that, collectively, the handbooks project an image of somone who displays qualities of motivation, investigation and judgement. They should be motivated to begin a process of change in their lives, to encourage others to do the same, and to adopt the environmental problems as their own personal problems. The second quality pursued in the handbooks is of someone who should take an active stance towards the environment as a pervasive element in their way of life. They should, therefore, adopt an investigative attitude to the surrounding world, cultivate certain cognitive properties such as watchfulness, thoughtfulness and being suspicious, and constantly ask questions about their surroundings with a view to understanding how actions in their private world has an effect on the wider world. And thirdly, the ideal environmentalist citizen should be someone who demonstrates judgement in balancing polarities and resolving the claims of different standpoints. They should give attention to separating right from wrong, wisdom from madness and, above all, to finding a way of linking their own efforts to what is worth striving for and what is worth avoiding or neglecting. In summary, the subjects identified in the handbooks are expected to avoid extreme positions, to place their own expectations about sustainability on a suitable level, and to be prepared for failure and feelings of guilt. The final part of the investigation – interpreting the wider significance of the handbooks – uses a pluralistic model of analysis which takes its departure from three concepts – ecological modernisation, governmentality and the risk society. Using these orientations, the extent of the discursive educational project of the environmental handbooks is highlighted. If the handbooks are regarded as modernist prescriptions, they are texts which highlights slow and careful change taking place within the present power structure of society. If they are regarded as texts that offer a governmentality prescription, they can be read as texts which promote the transformation of everyday micropractices. And if they are regarded as prescriptions for a risk society, they are texts which enable readers to come to terms with confusion and powerlessness in a complex and risky social context. One main result is that the environmental handbooks display interesting similarities, worthy of futher exploration, supported by a broadened empirical base.

  • 2.
    Adenling, Elinor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Liljeström, Monica
    Umeå University, Faculty of Social Sciences, Department of Education.
    Studentpresentationer i pedagogik2018In: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, p. 95-98Chapter in book (Other academic)
  • 3.
    Adenling, Elinor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olsson, Johanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att mötas utan att mötas: Portfolios som pedagogiskt verktyg i nätbaserad utbildning2010In: Undervisning på tvären, Student- och lärarerfarenheter / [ed] Universitetspedagogiskt Centrum, Umeå universitet, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2010, p. 11-28Conference paper (Refereed)
  • 4.
    Adenling, Elinor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olsson, Johanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Erfarenheter av portfoliometodiken inom nätutbildning: Kritiska reflektioner och ”halleluja moments”2011In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 1, no 2, p. 77-87Article in journal (Refereed)
    Abstract [sv]

    Vid Pedagogiska institutionen vid Umeå universitet har nätutbildningen expanderat kraftigt under de senaste två och ett halvt åren, då institutionen började ge fristående helfartskurser i pedagogik via Internet. Vårterminen 2008 läste cirka 60 studenter och inför varje termin har sedan studenttillströmningen ökat, för att under våren 2010 uppgå till 240 studenter. Hösten 2008 infördes, med stöd av interna utvecklingsmedel, examinerande portfoliouppgifter på samtliga nätbaserade kurser med målsättningen att möta de utmaningar som både formen (nätundervisning) och den utökade och heterogena studentgruppen innebar. Syftet var att stärka studenternas förmåga att synliggöra sitt eget lärande, samt att minska anonymiteten mellan lärare och student. Uppgifterna var av självreflekterande karaktär där studenterna uppmanades att relatera det egna lärandet till kursinnehållet och att exempelvis identifiera framtida tillämpningsområden inom studier och arbetsliv. Studenterna fick under terminen individuell återkoppling av en och samma lärare. Intentionen med återkopplingen var bland annat att guida och uppmuntra studenterna till att inta ett personligt förhållningssätt till kursinnehållet. I artikeln argumenteras det för att portfoliometodik i flera avseenden kan sägas harmoniera väl med ett rådande synsätt på examination där ett sociokulturellt synsätt på lärande dominerar och livslångt lärande och självständighet framhålls som eftersträvansvärt. Detta medför att, det både utifrån ett student- och ett lärarperspektiv, kan kännas naturlig och relevant att använda portfolio som examinationsform inom nätutbildning. Samtidigt är det viktigt att problematisera och kritiskt reflektera över portfoliometodik som examinationsform och de förhållningssätt och ideal som skapas, vilket görs i artikeln med hjälp av en Foucaultinspirerad tolkningsram. I artikeln presenteras alltså både ett kritiskt perspektiv, men även de många ”halleluja moments” som arbetet med portfoliouppgifter inneburit för medverkande lärare och institutionen i stort. Erfarenheterna visar att arbetet med portfolio som examinationsform är dubbelbottnat: Å ena sidan kan det exempelvis bidra till en stärkt språklig kompetens och personlig utveckling hos studenterna. Å andra sidan kan portfoliometodik sägas leda till en ökad kontroll och självdisciplinering som sträcker sig bortom själva examinationstillfället.

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