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Publications (10 of 26) Show all publications
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
Open this publication in new window or tab >>Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) 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.

National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-64533 (URN)10.1080/00313831.2023.2262495 (DOI)001123658100001 ()2-s2.0-85173796804 (Scopus ID)
Available from: 2023-10-16 Created: 2023-10-16 Last updated: 2024-02-07Bibliographically approved
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
Open this publication in new window or tab >>A transactional perspective on ethics and morals
2022 (English)In: Deweyan transactionalism in education: Beyond self-action and inter-action / [ed] Jim Garrison; Johan Öhman; Leif Östman, London: Bloomsbury Academic , 2022, p. 193-206Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2022
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60400 (URN)9781350233317 (ISBN)
Available from: 2022-03-02 Created: 2022-10-26Bibliographically approved
Walshe, N. & Sund, L. (2022). Developing (Transformative) Environmental and Sustainability Education in Classroom Practice. Sustainability, 14(1), Article ID 110.
Open this publication in new window or tab >>Developing (Transformative) Environmental and Sustainability Education in Classroom Practice
2022 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 14, no 1, article id 110Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
MDPI, 2022
Keywords
Environmental and Sustainability Education, Classroom Practice
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60403 (URN)10.3390/su14010110 (DOI)000751817700001 ()2-s2.0-85121790196 (Scopus ID)
Available from: 2022-10-26 Created: 2022-10-26 Last updated: 2022-10-26Bibliographically approved
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
Open this publication in new window or tab >>Schooling and ESE: revisiting Stevenson’s gap from a pragmatist perspective
2022 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 28, no 8, p. 1237-1250Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
ESE, learning, teaching, education, habit, pragmatism
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60404 (URN)10.1080/13504622.2022.2075326 (DOI)000796406000001 ()2-s2.0-85130523097 (Scopus ID)
Projects
Teaching global equity and justice issues through a critical lens
Funder
Swedish Research Council, 2017-03468
Available from: 2022-10-26 Created: 2022-10-26 Last updated: 2022-10-26Bibliographically approved
Öhman, J. & Sund, L. (2021). A didactic model of sustainability commitment. Sustainability, 13(6), Article ID 3083.
Open this publication in new window or tab >>A didactic model of sustainability commitment
2021 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 13, no 6, article id 3083Article in journal (Refereed) 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. 

Place, publisher, year, edition, pages
MDPI AG, 2021
Keywords
Didactics, Education, Learning, Pragmatism, Sustainability commitment, Teaching
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-53848 (URN)10.3390/su13063083 (DOI)000645733400001 ()2-s2.0-85103076919 (Scopus ID)
Available from: 2021-04-08 Created: 2021-04-08 Last updated: 2022-02-10Bibliographically approved
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.
Open this publication in new window or tab >>The habit of schooling and the habit of inquiry in ESE
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
ESE, Schooling, Habit, Classroom, Pragmatism
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60406 (URN)
Conference
Nordisk forskningskonferanse om bærekraft i utdanning, Oslo, Norway, October 21–22, 2021
Available from: 2021-10-24 Created: 2022-10-26Bibliographically approved
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
Open this publication in new window or tab >>Critical GCE in the era of SDG 4.7.: Discussing HEADSUP with secondary teachers in England, Finland, and Sweden
2020 (English)In: Bloomsbury Handbook for Global Education and Learning / [ed] Douglas Bourn, Bloomsbury Academic , 2020, 1, p. 314-326Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bloomsbury Academic, 2020 Edition: 1
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60401 (URN)9781350108738 (ISBN)
Note

Published:20-02-2020

Available from: 2019-11-28 Created: 2022-10-26Bibliographically approved
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
Open this publication in new window or tab >>Decolonial options and challenges for ethical global issues pedagogy in Northern Europe secondary classrooms
2020 (English)In: Nordic Journal of Comparative and International Education, E-ISSN 2535-4051, Vol. 4, no 1, p. 66-83Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Oslo: Høgskolen i Oslo og Akershus, 2020
Keywords
global citizenship education, decoloniality, education for sustainable development, teacher pedagogy
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60402 (URN)10.7577/njcie.3554 (DOI)2-s2.0-85099753784 (Scopus ID)
Available from: 2022-10-26 Created: 2022-10-26 Last updated: 2024-01-23Bibliographically approved
Sund, L. & Pashby, K. (2020). Delinking global issues in northern Europe classrooms. The Journal of Environmental Education, 51(2), 156-170
Open this publication in new window or tab >>Delinking global issues in northern Europe classrooms
2020 (English)In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 51, no 2, p. 156-170Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020
Keywords
decolonial critiques of education, colonialism in education, global citizenship education, environmental education, empirical studies, northern Europe classrooms
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-48054 (URN)10.1080/00958964.2020.1726264 (DOI)000532594600004 ()2-s2.0-85079727879 (Scopus ID)
Available from: 2020-05-28 Created: 2020-05-28 Last updated: 2020-10-07Bibliographically approved
Pashby, K., da Costa, M. & Sund, L. (2020). Pluriversal possibilities and challenges for Global Education in Northern Europe. Journal of Social Science Education, 19(4), 45-62
Open this publication in new window or tab >>Pluriversal possibilities and challenges for Global Education in Northern Europe
2020 (English)In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 19, no 4, p. 45-62Article in journal (Refereed) Published
Abstract [en]

Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research.

Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti’s (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice.

Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers’ and students’ own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.

Place, publisher, year, edition, pages
Universität Bielefeld, 2020
Keywords
Global citizenship education, postcolonial theory in education, decolonial engagements in education, colonialism and education, global issues in the classroom, pluriversal pedagogy
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-60398 (URN)10.4119/jsse-3463 (DOI)2-s2.0-85101572004 (Scopus ID)
Available from: 2022-10-26 Created: 2022-10-26 Last updated: 2023-10-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3690-9879

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