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Manni, A., Annerbäck, J., Löfgren, H., Mårtensson, F. & Fröberg, A. (2024). Places, spaces and encounters with nature–socio-material discourses in Swedish preschools. International Journal of Early Years Education
Open this publication in new window or tab >>Places, spaces and encounters with nature–socio-material discourses in Swedish preschools
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2024 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article investigates views and discourses on outdoor play in preschool teachers talks about their playgrounds and outdoor practices in Swedish preschools. Included were a strategic sample of teachers from newer, larger preschool facilities with more programmed outdoor space, and teachers from older, more traditional facilities containing more nature. Through interviews with 38 teachers at 21 preschools and a thematic analysis inspired by socio-material theory, we identified three main themes: The meanings and limits of free outdoor play, the view on nature and children’s encounters with nature,and dangers and risks in the playground. Within these themes, we show how the teachers’ views construct discourses related to the outdoor educational places and spaces that are available. Furthermore, changes in preschool curricula as well as in the playground material and design are active agents in constructing discourses on outdoor play, including risks and limitations, beyond teachers’ own beliefs on children’s needs.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
playgrounds, Preschool teachers, socio-material discourses
National Category
Pedagogy Didactics
Identifiers
urn:nbn:se:umu:diva-221055 (URN)10.1080/09669760.2024.2307361 (DOI)001153186900001 ()2-s2.0-85184195760 (Scopus ID)
Funder
Swedish Research Council Formas
Available from: 2024-02-19 Created: 2024-02-19 Last updated: 2024-02-19
Manni, A. (2023). Education "through" sustainable development in Swedish school-age educare: exploring how SAEC is responding to ESD in daily practices. Education Inquiry
Open this publication in new window or tab >>Education "through" sustainable development in Swedish school-age educare: exploring how SAEC is responding to ESD in daily practices
2023 (English)In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article aims to explore how extended education in Sweden, School-age educare (SAEC), is responding to education for sustainable development (ESD), since these two educational practices have not that often been combined nor related in research. The exploratory findings are based on a small-scale case study in one municipality; including three in-depth examples from practice. The results reveal different kind of activities in the centres visited, as well as different approaches to education for sustainable development within SAEC. The cases show activities related to traditional outdoor environmental education, to social justice and global issues, and also as meaning making through play-based activities. The results were further analysed in relation to core concepts within extended education as well as ESD, exploring the "missing link", but also new possibilities of ESD when part of an extended educational practice. The main conclusion of the analyses is that SAEC activities related to ESD offers education through sustainable development by active participation in various forms and contexts, as also currently suggested in policy and by scholars. By explicitly focusing ESD in the educational context of Swedish school-age educare, a missing link in this area of research was pinpointed paving the way for further research, and increased awareness in practice.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Education for sustainable development, participation and meaning-making, school-age educare
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-215740 (URN)10.1080/20004508.2023.2265634 (DOI)001076125300001 ()2-s2.0-85173737893 (Scopus ID)
Available from: 2023-11-02 Created: 2023-11-02 Last updated: 2023-11-02
Manni, A., Löfgren, H., Annerbäck, J., Mårtensson, F. & Fröberg, A. (2022). Discourses of outdoor play at new modern preschools. In: Conference proceedings: Book of Abstracts. "Cultures of play: Actors, Affordances and Arenas". Paper presented at EECERA 2022, 30th EECERA Conference, Cultures of play: Actors, Affordances and Arenas. Glasgow, Scotland, August 23-26, 2022 (pp. 50-50).
Open this publication in new window or tab >>Discourses of outdoor play at new modern preschools
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2022 (English)In: Conference proceedings: Book of Abstracts. "Cultures of play: Actors, Affordances and Arenas", 2022, p. 50-50Conference paper, Oral presentation only (Refereed)
Abstract [en]

This study is part of a larger research project with the aim with to study how the outdoor environment and playgrounds affects children's physical activities and relational encounters with nature and peers. Previous research has shown the benefits of children's outdoor play in domains like; health, environmental engagement and care, as well as learning and meaning making. Preschool policy and practice is constantly balancing and combining school-like concepts and play (Pramling Samuelsson & Johansson, 2007). This study uses John Dewey's holistic and pragmatic perspective to study and analyse different notions of relational and experiential learning activities outdoors. In this particular study we have analyzed the interviews with teachers from 21 new and old preschools. A discourse analysis was carried out to uncover the different notions within different domains of outdoor play. The study is ethically motivated since it contributes knowledge about childrens' conditions in preschool in a time of change. The project has ethical approval for all steps of research. The findings show how the new preschool playgrounds has changed the use of the outdoor environments, the view on the preschool practice, and children in itself. There are more regulations on what children can or cannot do, as well as a strengthened focus on targeted learning in programmed areas. Potential risky-play are eliminated, and natural green areas are replaced either with artificial material or garden-like plants. The analyses open up for a critical discussion on what these changes in the modern preschools might mean for children of today.

Keywords
preschool, outdoor environment, playgrounds, learning, risk  
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-200161 (URN)
Conference
EECERA 2022, 30th EECERA Conference, Cultures of play: Actors, Affordances and Arenas. Glasgow, Scotland, August 23-26, 2022
Funder
Swedish Research Council Formas, 2020-00988
Available from: 2022-10-11 Created: 2022-10-11 Last updated: 2023-08-31Bibliographically approved
Manni, A. & Knekta, E. (2022). Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling?: School-Age Educare - a neglected potential in education for sustainable development?. NorDiNa: Nordic Studies in Science Education, 18(1), 63-81
Open this publication in new window or tab >>Fritidshemmet - en förbisedd potential i arbetet med lärande för hållbar utveckling?: School-Age Educare - a neglected potential in education for sustainable development?
2022 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 18, no 1, p. 63-81Article in journal (Refereed) Published
Abstract [en]

School-Age Educare is an integrated part of the Swedish compulsory school organization, focusing socialrelations, children's interests and play. Although included in the national school curriculum, there is a lackof knowledge of if and how School-Age Educare currently work with the mandatory task of educationfor sustainable development (ESD). This article thus seeks to examine the educational potentials, butalso possible need for support, of School-Age Educare in relation to ESD. Through analyzing 453 teachersresponses to a questionnaire with open and closed questions, we reveal that most teachers find ESD important,but also want to learn more about it. There is potential in the educational task, and pedagogicalapproach, supporting ESD as a transactional and pragmatic approach. The constrains contributing to ESDlies in the somewhat absent awareness among the teachers themselves, but also in the limited resourcesand time available of carrying out sustainability education at the centers.

Place, publisher, year, edition, pages
Oslo: University of Oslo, 2022
Keywords
Fritidshem, lärande för hållbar utveckling
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-191796 (URN)10.5617/nordina.8481 (DOI)2-s2.0-85124611239 (Scopus ID)
Available from: 2022-01-25 Created: 2022-01-25 Last updated: 2022-02-21Bibliographically approved
Manni, A. & Löfgren, H. (2022). Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings. Contemporary Issues in Early Childhood
Open this publication in new window or tab >>Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings
2022 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’ perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to ‘set the agenda’ when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.

Keywords
digital tool, educational research, mixed methods, professional reflection
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-200268 (URN)10.1177/14639491221129192 (DOI)000865854700001 ()2-s2.0-85139665971 (Scopus ID)
Available from: 2022-10-14 Created: 2022-10-14 Last updated: 2023-09-05
Löfgren, H. & Manni, A. (2022). Valuable everyday encounters in early childhood education: narratives from professionals. Early years, 42(4-5), 434-449
Open this publication in new window or tab >>Valuable everyday encounters in early childhood education: narratives from professionals
2022 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 42, no 4-5, p. 434-449Article in journal (Refereed) Published
Abstract [en]

This article presents professionals’ narratives about valuableencounters with young children in early childhood education(ECE) settings. The study aims to provide an in-depth perspectiveon how professionals talk about ethics in practice, and the valuesaddressed in the narratives. Initially, professionals in Swedish ECEsettings defined their understanding of a valuable encounter witha child and then used a digital app to self-register 10 such encountersduring one day. After the self-registration, we interviewed theprofessionals and they told us about the encounters they hadexperienced. We identified three themes concerning who was thefocus of the encounters: the professional, the child, or both reciprocally.By using a narrative approach and Nussbaum’s ethicaltheoretical perspective, we show how different rationales wereinterwoven in the stories and that situated emotions were enactedand reflected. Finally, we noticed that many valuable encounterstook place in ‘in-between spaces’. They were not planned for ororganised, but occurred spontaneously through professionals’ sensitiveemployment of an ethics in practice.

Place, publisher, year, edition, pages
Routledge, 2022
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-171201 (URN)10.1080/09575146.2020.1759028 (DOI)000533025800001 ()2-s2.0-85084403079 (Scopus ID)
Available from: 2020-05-28 Created: 2020-05-28 Last updated: 2022-12-19Bibliographically approved
Lindgren Leavenworth, M. & Manni, A. (2021). Climate fiction and young learners' thoughts - a dialogue between literature and education. Environmental Education Research, 27(5), 727-742
Open this publication in new window or tab >>Climate fiction and young learners' thoughts - a dialogue between literature and education
2021 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 27, no 5, p. 727-742Article in journal (Refereed) Published
Abstract [en]

Via thematic content analysis, this article combines approaches from educational and literary research to explore representations of nature, climate change and sustainability by children in their own reflections and for children in fiction. The primary materials consist of ethnographic studies conducted in Swedish schools in 2011 and 2013, and of close readings of Julie Bertagna's trilogy Exodus (2002), Zenith (2003), and Aurora (2011). Representations by young learners, as well as themes in climate fiction, reflect concerns regarding climate change, a critical awareness of anthropogenic influences, and a conviction that cooperation is essential to promote change. Speculative climate fiction can assist when re-thinking current structures and patterns by letting readers encounter possible scenarios in a safe space, in this way broadening discussions regarding future sustainability. We identify a number of contact points between our materials and suggest how findings point to bright spots when re-thinking the role of literature in education for sustainable development (ESD) and, conversely, the importance of young learners' voices within ESD for literature studies.

Place, publisher, year, edition, pages
Routledge, 2021
Keywords
ESD, climate fiction, representations, young learners, climate change
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-178367 (URN)10.1080/13504622.2020.1856345 (DOI)000596623100001 ()2-s2.0-85097195136 (Scopus ID)
Note

Errata: Lindgren Leavenworth, M. & Manni, A. Climate fiction and young learners' thoughts - a dialogue between literature and education. Environmental Education Research, DOI: 10.1080/13504622.2021.1873623

Available from: 2021-01-12 Created: 2021-01-12 Last updated: 2023-03-24Bibliographically approved
Manni, A. (2021). Förskollärare bör få reflektera över värdefulla möten. Skolverket
Open this publication in new window or tab >>Förskollärare bör få reflektera över värdefulla möten
2021 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Skolverket, 2021
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-188190 (URN)
Note

Publicerad 2021-09-08

Available from: 2021-10-04 Created: 2021-10-04 Last updated: 2021-10-05Bibliographically approved
Manni, A. & Knekta, E. (2020). "A Little Less Conversation, a Little More Action Please": Examining Students' Voices on Education, Transgression, and Societal Change. Sustainability, 12(15), Article ID 6231.
Open this publication in new window or tab >>"A Little Less Conversation, a Little More Action Please": Examining Students' Voices on Education, Transgression, and Societal Change
2020 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 12, no 15, article id 6231Article in journal (Refereed) Published
Abstract [en]

Education for sustainability is urgent but also challenging when aiming for transformation, transgression, and action-oriented societal change. It is important to take into consideration students' voices in order to enhance education, and this study used semi-structured interviews to explore students' voices on the role of contemporary education, in society, in relation to urgent issues related to sustainability. Thematic content analysis was applied, as a first step, to analyse the students' answers. Then a T-learning model was applied on the themes to further analyse the results in relation to transformative, transgressive, and action-oriented learning. The students reflected on a diversity of important issues in society and the possibilities of action for change, many of them related to their personal life and experiences. They also talked about diverse educational experiences, but our analysis indicated that their current education did not always meet the needs of a more transgressive and change-oriented learning. Finally, we have found that the T-learning model has the potential to be used for educational reflection and for developing new understandings of teaching and learning.

Place, publisher, year, edition, pages
MDPI, 2020
Keywords
sustainability education, transformative and transgressive learning, societal change, student voices
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-174572 (URN)10.3390/su12156231 (DOI)000559213000001 ()2-s2.0-85089902254 (Scopus ID)
Available from: 2020-08-28 Created: 2020-08-28 Last updated: 2023-03-23Bibliographically approved
Gericke, N., Manni, A. & Stagell, U. (2020). The Green School Movement in Sweden: Past, Present and Future. In: Annette Gough, John Chi-Kin Lee, Eric Po Keung Tsang (Ed.), Green Schools Globally: Stories of Impact on Education for Sustainable Development (pp. 309-332). Springer
Open this publication in new window or tab >>The Green School Movement in Sweden: Past, Present and Future
2020 (English)In: Green Schools Globally: Stories of Impact on Education for Sustainable Development / [ed] Annette Gough, John Chi-Kin Lee, Eric Po Keung Tsang, Springer, 2020, , p. 24p. 309-332Chapter in book (Refereed)
Abstract [en]

The Green Schools Movement in Sweden has a long history. In this chapter we will start with a historical review of the long interest of green issues in Swedish society and how these have influenced curriculum and teaching. We will address the different teaching traditions that evolved in environmental education in Sweden over time. Then we will describe how the green school movement been promoted in Sweden through initiatives from NGOs such as Håll Sverige Rent and World Wide Fund for Nature. This has led to certification systems for schools to participate with the possibility to be accredited as “green schools”. These certification systems have turned from an environmental perspective to a perspective towards Education for Sustainable Development (ESD). Finally we will go through the extensive research conducted in Sweden the last years of the effects these certification systems has had in the schools at student, teacher and school organization level, and what we can learn from these studies in order to develop the green school movement for the future.

Place, publisher, year, edition, pages
Springer, 2020. p. 24
Series
International Explorations in Outdoor and Environmental Education, ISSN 2214-4218, E-ISSN 2214-4226
Keywords
Eco schools, Education for sustainable development, Environmental education, Formal education, Informal education, The Green School movement
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-190631 (URN)10.1007/978-3-030-46820-0_17 (DOI)2-s2.0-85104010194 (Scopus ID)978-3-030-46819-4 (ISBN)978-3-030-46820-0 (ISBN)
Available from: 2021-12-22 Created: 2021-12-22 Last updated: 2021-12-22Bibliographically approved
Projects
Sustainable encounters in large preschool playgrounds [2020-00988]; Umeå University; Publications
Nilsson, E. & Sundberg, J. (2022). Neutral natur och könskodad design?: En studie av könande processer i förskolans utemiljöer. (Student paper). Umeå universitet
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4388-7970

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