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Publikationer (10 of 27) Visa alla publikationer
Eriksen, K. G., Jore, M. K., Loftsdóttir, K., Mikander, P. & Sund, L. (2024). Education and Coloniality in the Nordics. Nordisk tidsskrift for pedagogikk og kritikk, 10(3), 1-13
Öppna denna publikation i ny flik eller fönster >>Education and Coloniality in the Nordics
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2024 (Engelska)Ingår i: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 10, nr 3, s. 1-13Artikel i tidskrift, Editorial material (Refereegranskat) Published
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-66477 (URN)10.23865/ntpk.v10.6338 (DOI)
Tillgänglig från: 2024-04-18 Skapad: 2024-04-18 Senast uppdaterad: 2024-04-18Bibliografiskt granskad
Gleisner Villasmil, L., Lindvall, J., Sund, L. & Sert, O. (2023). Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis. Scandinavian Journal of Educational Research
Öppna denna publikation i ny flik eller fönster >>Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis
2023 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.

Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:mdh:diva-64533 (URN)10.1080/00313831.2023.2262495 (DOI)001123658100001 ()2-s2.0-85173796804 (Scopus ID)
Tillgänglig från: 2023-10-16 Skapad: 2023-10-16 Senast uppdaterad: 2024-02-07Bibliografiskt granskad
Sund, L. & Öhman, J. (2022). A transactional perspective on ethics and morals. In: Jim Garrison; Johan Öhman; Leif Östman (Ed.), Deweyan transactionalism in education: Beyond self-action and inter-action (pp. 193-206). London: Bloomsbury Academic
Öppna denna publikation i ny flik eller fönster >>A transactional perspective on ethics and morals
2022 (Engelska)Ingår i: Deweyan transactionalism in education: Beyond self-action and inter-action / [ed] Jim Garrison; Johan Öhman; Leif Östman, London: Bloomsbury Academic , 2022, s. 193-206Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
London: Bloomsbury Academic, 2022
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-60400 (URN)9781350233317 (ISBN)
Tillgänglig från: 2022-03-02 Skapad: 2022-10-26Bibliografiskt granskad
Walshe, N. & Sund, L. (2022). Developing (Transformative) Environmental and Sustainability Education in Classroom Practice. Sustainability, 14(1), Article ID 110.
Öppna denna publikation i ny flik eller fönster >>Developing (Transformative) Environmental and Sustainability Education in Classroom Practice
2022 (Engelska)Ingår i: Sustainability, E-ISSN 2071-1050, Vol. 14, nr 1, artikel-id 110Artikel i tidskrift, Editorial material (Refereegranskat) Published
Ort, förlag, år, upplaga, sidor
MDPI, 2022
Nyckelord
Environmental and Sustainability Education, Classroom Practice
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-60403 (URN)10.3390/su14010110 (DOI)000751817700001 ()2-s2.0-85121790196 (Scopus ID)
Tillgänglig från: 2022-10-26 Skapad: 2022-10-26 Senast uppdaterad: 2022-10-26Bibliografiskt granskad
Tryggvason, Á., Sund, L. & Öhman, J. (2022). Schooling and ESE: revisiting Stevenson’s gap from a pragmatist perspective. Environmental Education Research, 28(8), 1237-1250
Öppna denna publikation i ny flik eller fönster >>Schooling and ESE: revisiting Stevenson’s gap from a pragmatist perspective
2022 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, nr 8, s. 1237-1250Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Environmental and sustainability education (ESE) consists of topical existentialand ethical issues. At the same time, these issues are taught ina school setting that is shaped by assignments, grades, and school tasks.The relationships between structures of formal education in a schoolenvironment and the characteristics of ESE has been described in dichotomousterms as a contradiction, known in the ESE research field as“Stevenson’s gap”, after Robert B. Stevenson. The aim of this article is toovercome this dichotomous understanding of the relation betweenschooling and ESE by providing a pragmatist perspective. Drawing onJohn Dewey’s notion of habit, two learning habits are outlined by whichstudents encounter environmental and sustainability issues in the classroom:the habit of schooling and the habit of inquiry. Empirical data fromSwedish upper secondary schools is used to illustrate their meaning inclassroom practice. Our pragmatist conceptualisation highlights howthese habits are simultaneously present in the same classroom. A conclusionis that teaching and learning in ESE should not be reduced toeither habit but that both can be valuable for a robust and vital ESE.

Ort, förlag, år, upplaga, sidor
Routledge, 2022
Nyckelord
ESE, learning, teaching, education, habit, pragmatism
Nationell ämneskategori
Didaktik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-60404 (URN)10.1080/13504622.2022.2075326 (DOI)000796406000001 ()2-s2.0-85130523097 (Scopus ID)
Projekt
Teaching global equity and justice issues through a critical lens
Forskningsfinansiär
Vetenskapsrådet, 2017-03468
Tillgänglig från: 2022-10-26 Skapad: 2022-10-26 Senast uppdaterad: 2022-10-26Bibliografiskt granskad
Öhman, J. & Sund, L. (2021). A didactic model of sustainability commitment. Sustainability, 13(6), Article ID 3083.
Öppna denna publikation i ny flik eller fönster >>A didactic model of sustainability commitment
2021 (Engelska)Ingår i: Sustainability, E-ISSN 2071-1050, Vol. 13, nr 6, artikel-id 3083Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article proposes a model that describes and frames sustainability commitment. The model is based on didactic theory and pragmatic philosophy and is informed by several empirical studies on environmental and sustainability education (ESE) practice. The intention is for the model to serve as a critical perspective on ESE practices in secondary and upper secondary schools, and to offer a framework for the development of future practice with emphasis on teachers’ choices of content and teaching methods. The model suggests that a sound commitment is situated in the in-tersection of the intellectual, emotional, and practical aspects of sustainability. It is argued that: The intellectual aspect is essential for giving the commitment scientific rigor and a critical stance; emotions are vital for students to become dedicated; and skills to carry out appropriate actions for change is necessary for playing an active role in providing a sustainable transformation of society. 

Ort, förlag, år, upplaga, sidor
MDPI AG, 2021
Nyckelord
Didactics, Education, Learning, Pragmatism, Sustainability commitment, Teaching
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:mdh:diva-53848 (URN)10.3390/su13063083 (DOI)000645733400001 ()2-s2.0-85103076919 (Scopus ID)
Tillgänglig från: 2021-04-08 Skapad: 2021-04-08 Senast uppdaterad: 2022-02-10Bibliografiskt granskad
Tryggvason, Á., Sund, L. & Öhman, J. (2021). The habit of schooling and the habit of inquiry in ESE. In: : . Paper presented at Nordisk forskningskonferanse om bærekraft i utdanning, Oslo, Norway, October 21–22, 2021.
Öppna denna publikation i ny flik eller fönster >>The habit of schooling and the habit of inquiry in ESE
2021 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nyckelord
ESE, Schooling, Habit, Classroom, Pragmatism
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-60406 (URN)
Konferens
Nordisk forskningskonferanse om bærekraft i utdanning, Oslo, Norway, October 21–22, 2021
Tillgänglig från: 2021-10-24 Skapad: 2022-10-26Bibliografiskt granskad
Pashby, K. & Sund, L. (2020). Critical GCE in the era of SDG 4.7.: Discussing HEADSUP with secondary teachers in England, Finland, and Sweden (1ed.). In: Douglas Bourn (Ed.), Bloomsbury Handbook for Global Education and Learning: (pp. 314-326). Bloomsbury Academic
Öppna denna publikation i ny flik eller fönster >>Critical GCE in the era of SDG 4.7.: Discussing HEADSUP with secondary teachers in England, Finland, and Sweden
2020 (Engelska)Ingår i: Bloomsbury Handbook for Global Education and Learning / [ed] Douglas Bourn, Bloomsbury Academic , 2020, 1, s. 314-326Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Bloomsbury Academic, 2020 Upplaga: 1
Nationell ämneskategori
Didaktik
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-60401 (URN)9781350108738 (ISBN)
Anmärkning

Published:20-02-2020

Tillgänglig från: 2019-11-28 Skapad: 2022-10-26Bibliografiskt granskad
Pashby, K. & Sund, L. (2020). Decolonial options and challenges for ethical global issues pedagogy in Northern Europe secondary classrooms. Nordic Journal of Comparative and International Education, 4(1), 66-83
Öppna denna publikation i ny flik eller fönster >>Decolonial options and challenges for ethical global issues pedagogy in Northern Europe secondary classrooms
2020 (Engelska)Ingår i: Nordic Journal of Comparative and International Education, E-ISSN 2535-4051, Vol. 4, nr 1, s. 66-83Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a small exploratory study with sec-ondary and upper secondary school teachers in England, Finland, and Sweden who participated in work-shops drawing on the HEADSUP (Andreotti, 2012) tool. HEADSUP specifies seven repeated and inter-secting historical patterns of oppression often reproduced through global learning initiatives. Teachers dis-cussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings from their discussions: a) the mediation of charity discourses and global-local relations and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.

Ort, förlag, år, upplaga, sidor
Oslo: Høgskolen i Oslo og Akershus, 2020
Nyckelord
global citizenship education, decoloniality, education for sustainable development, teacher pedagogy
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik
Identifikatorer
urn:nbn:se:mdh:diva-60402 (URN)10.7577/njcie.3554 (DOI)2-s2.0-85099753784 (Scopus ID)
Tillgänglig från: 2022-10-26 Skapad: 2022-10-26 Senast uppdaterad: 2024-01-23Bibliografiskt granskad
Sund, L. & Pashby, K. (2020). Delinking global issues in northern Europe classrooms. The Journal of Environmental Education, 51(2), 156-170
Öppna denna publikation i ny flik eller fönster >>Delinking global issues in northern Europe classrooms
2020 (Engelska)Ingår i: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 51, nr 2, s. 156-170Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies.

Ort, förlag, år, upplaga, sidor
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020
Nyckelord
decolonial critiques of education, colonialism in education, global citizenship education, environmental education, empirical studies, northern Europe classrooms
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mdh:diva-48054 (URN)10.1080/00958964.2020.1726264 (DOI)000532594600004 ()2-s2.0-85079727879 (Scopus ID)
Tillgänglig från: 2020-05-28 Skapad: 2020-05-28 Senast uppdaterad: 2020-10-07Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-3690-9879

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