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  • 1.
    Hasslöf, Helen
    et al.
    Faculty of Education and Society, Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Faculty of Education and Society, Malmö University, Malmö, Sweden .
    Critical thinking as room for subjectification in Education for Sustainable Development2015Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, nr 2, s. 239-255Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.

  • 2.
    Wibeck, Victoria
    Linköpings universitet, Institutionen för tema, Centrum för klimatpolitisk forskning. Linköpings universitet, Institutionen för tema, Tema vatten i natur och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Enhancing learning, communication and public engagement about climate change – some lessons from recent literature2014Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, nr 3, s. 387-411Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper sets out to develop key messages for the theory and practice of environmental education from a review of recent research literature on climate change communication (CCC) and education. It focuses on how learners of climate science understand messages on climate change, the communicative contexts for education on climate change, the barriers that can be found to public engagement with climate change issues, and how these barriers can be addressed. 92 peer-reviewed studies were examined. The analysis focuses on the goals and strategies of CCC, and how barriers can be addressed given the research findings on: (a) the content of CCC, (b) visualizations, (c) framing, (d) audience segmentation. The paper concludes that CCC and education need to address barriers to public engagement on several levels simultaneously. It recommends that scholars of environmental education focus critical attention on how practice addresses senses and spheres of agency; sociocultural factors; and the complexities of developing scientific literacy given the interpretative frames and prior understandings that are brought to bear by the public in non-formal education settings.

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