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  • 1.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Sjögren, Hanna
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Quiz-kunskap och läraryrkets död2013In: Östgöta Correspondenten, ISSN 1104-0394, p. B17-Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Sjögren, Hanna
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Den politisk-etiska potentialen hos djur-människorelationer i lärarutbildares samtal om hållbar utveckling2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 2-3, p. 90-109Article in journal (Refereed)
    Abstract [sv]

    För att förstå vilka gränser som utmanas och/eller förstärks i utbildning för hållbar utveckling krävs att pedagogisk teori och praktik skapar utrymme för att undersöka potentialen i relationer som inkluderar det icke-mänskliga. Utifrån fokusgruppintervjuer med lärarutbildare vid åtta svenska lärosäten lyfter jag fram exempel på relationer där det mänskliga kan förstås som en del av och i relation till det icke-mänskliga. Utifrån dessa relationer diskuterar jag politisk-etiska frågeställningar som uppkommer genom att relationerna avgränsas som de gör. Exemplen visar hur relationer mellan det mänskliga och det icke-mänskliga kan utgöra en betydelsefull utgångspunkt för att förstå vilka gränser som utmanas och/eller etableras genom utbildning för ett mer hållbart samhälle. Utifrån analyser av materialet diskuterar jag kritiskt hur de olika relationerna skapar olika verkligheter, där gränser för vad som blir betydelsefullt förhandlas. Jag visar på individualitetens och den närvarande referentens betydelse, vilken kunskap dessa relationer möjliggör samt vem eller vad som inkluderas i utbildningens arbete för att skapa en hållbar utveckling.

  • 3.
    Sjögren, Hanna
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Educable Futures?: Managing Epistemological Uncertainties in Sustainability Education2014In: Resilience: A Journal of the Environmental Humanities, ISSN 2330-8117, Vol. 1, no 2Article in journal (Refereed)
  • 4.
    Sjögren, Hanna
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Sustainability for Whom?: The Politics of Imagining Environmental Change in Education2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Global initiatives regarding environmental change have increasingly become part of political agendas and of our collective imagination. In order to form sustainable societies, education is considered crucial by organizations such as the United Nations and the European Union. But how is the notion of sustainability imagined and formed in educational practices? What does sustainability make possible, and whom does it involve? These critical questions are not often asked in educational research on sustainability. This study suggests that the absence of critical questions in sustainability education is part of a contemporary post-political framing of environmental issues. In order to re-politicize sustainability in education, this study critically explores how education—as an institution and a practice that is supposed to foster humans—responds to environmental change. The aim is to explore how sustainability is formed in education, and to discuss how these formations relate to ideas of what education is, and whom it is for. This interdisciplinary study uses theories and concepts from cultural studies, feminist theory, political theory, and philosophy of education to study imaginaries of the unknown, nonhuman world in the context of education. The focus of the empirical investigation is on teacher education in Sweden, and more precisely on those responsible for teaching the future generations of teachers – the teacher instructors. With help from empirical findings from focus groups, the study asks questions about the ontological, political, and ethical potential and risk of bringing the unknown Other into education.

  • 5.
    Sjögren, Hanna
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Gyberg, Per
    Linköping University, The Tema Institute, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Henriksson, Malin
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Human–animal relations beyond the zoo: the quest for a more inclusive sustainability education2015In: Pedagogy, Culture & Society, ISSN 1468-1366, Vol. 23, no 4, p. 597-615Article in journal (Refereed)
    Abstract [en]

    This paper investigates human–animal relations in sustainability education. To understand what educational relationships and boundaries are challenged and/or strengthened in education promoting future sustainable societies, we argue that educational theory and practice must move beyond the anthropocentric framework’s sole focus on relationships between humans. Drawing on focus group interviews with teacher instructors at eight Swedish universities, we discuss cases in which sustainability education benefits from being understood as crafted via human–nonhuman relations. By concentrating on human–animal relations, we discuss the political and ethical implications arising from relationships being created in certain ways and not others. The empirical examples illustrate how the relations between teacher instructors and various animals can be a critical starting point for understanding the limitations and possibilities fostered by sustainability education.

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