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  • 1.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    A referee perspective on the educational practice of competitive youth games: exploring the pedagogical function of parents, coaches and referees in grassroots soccer2019In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786Article in journal (Refereed)
    Abstract [en]

    Background: Referees, parents and coaches are vital for co-creating the educational practice of competitive games in youth sport and influencing young players’ behaviour, learning and socialisation within the game. Coaches and parents influence players in different ways incompetitive games and their behaviour can be viewed as role-modelling actions that affect players’ observational learning and communicate what is regarded as important and valuable. Referees and refereeing is an under-explored field of research; especially the experiences of referees in youth sport and soccer.

    Purpose: Based on a referee perspective, the aim of the article is to contribute knowledge about the educational practice of competitive games in youth sport with a focus on the pedagogical function of parents, coaches and referees within the context of grassroots youth soccer.

    Theory: Competitive youth games are approached as play activities conditioned by authority and respect for the game and the referee as are presentative of the game and as a person. In the game, players are influenced by the pedagogical function of parents, coaches and referees and their relations direct what is possible to learn and experience. The concepts help us to understand the conditions for competitive youth games and the roles of significant others in co-creating the game as an educational practice.

    Method: The empirical study is part of a research project called Educating for fair play? In this project, the behaviour of parents and coaches in three grassroots soccer clubs in Sweden was explored during the 2017 sports season based on referees’ and players’ perspectives. For this article, the empirical data consists of 17 audio-recorded interviews with a total of 27 referees. A five-step qualitative content analysis has been used to analyse the data.

    Findings and Conclusions: From a referee perspective, the pedagogical function of parents is to act as spectators and as proponents of roler espect and good referee relations. They are expected to encourage and praise the team and its players and to facilitate a friendly and holistic learning atmosphere in which all players, even opponents, are supported and included. The pedagogical function of coaches is to safeguard and promote referee respect, focus on their task as team leaders and player developers, facilitate an atmosphere of civility in which the participants in the game treat each other as worthy autonomous human beings and direct the players to focus on playing the game. Referees’ pedagogical function is to be authorities and representatives of the game, adopt a learning and improving approach, be game managers and enjoyment facilitators, communicate with and instruct and foster players, coaches and parents. By adjusting the expectations, for example of referees’ competence in relation to the level of the competitive game and balancing competitive seriousness and the spirit of play, parents and coaches can co-create an educational practice that emphasises the players’ own development and that of their educative experiences. As game managers, communicators and instructors, referees, with the support of parents and coaches, can orchestrate the game and create a joyful atmosphere of learning and development.

  • 2.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    A Referee Perspective on the Educational Practice of Youth Competitive Games: Referees, Parents and Coaches in Grassroots Soccer2019Conference paper (Refereed)
  • 3.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    A transactional and action-oriented methodological approach to young people's political socialisation2019In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987Article in journal (Refereed)
    Abstract [en]

    The research field of (young people’s) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim ofthe article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people’s political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-makingpractice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.

  • 4.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Demokrati- och mångfaldsprojekt i Södra Ryd: Utegården Skogsmyran2014Report (Other (popular science, discussion, etc.))
  • 5.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Det politiska rummet: villkor för situationspolitisk socialisation i en nätgemenskap av och för ungdomar2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    as an attached file below

  • 6.
    Andersson, Erik
    School of Humanities and Informatics, University of Skövde, Skövde, Sweden.
    Irony in the Political: Young people's use of irony in a political text conversation in a net community2010In: Lifelong Learning and Active Citizenship: Proceedings of the twelfth Conference of the Children's Identity and Citizenship in Europe Academic Network / [ed] Peter Cunningham and Nathan Fretwell, London: CiCe , 2010, p. 641-650Conference paper (Refereed)
    Abstract [en]

    The net community1 as a public place expresses current society while creating conditions and providing a framework for societal development and young people’s participation, living and understanding of the wider society. Today young people spend much time on the Internet, specifically in the social media2, and everyday political conversations are minimally researched. My research deals with young people’s conversation in net communities and how these conversations look, and the opportunities this creates for the growth of political citizens: What potential relevance may these opportunities have when young people are faced with existentially controversial and vital issues (about sustainable development)? The question for this paper is limited to a small part of this broader context concerning everyday political conversations in the light of irony. According to previous research, irony is a multifaceted and ambiguous phenomenon and the social media offer new expressions for irony. What does this mean for the text conversation? Irony is shown to be, through an initial observation, a rhetorical resource that visualises adversaries and pushes the conversation forward. My intention is, through a rhetorically oriented discourse analysis, to understand irony by identifying different types of irony and discuss possible implications: How does the use of irony look? What are its consequences for the conversation and the growth of political citizens? The theoretical entrance for this leans on the idea of the political. First I will present the concept of irony; secondly, theoretical and methodological inputs; thirdly, a description of the empirical data and how irony is identified; and finally, I present some preliminary results and conclusions.

  • 7.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Nya portar?: Ungas delaktighet i politiska beslutsprocesser på kommunal nivå2015Report (Refereed)
    Abstract [sv]

    2014 års Demokratiutredning har i uppgift att analysera behovet av och utarbeta förslag till åtgärder för att öka och bredda engagemanget inom den representativa demokratin. Utredningen ska även föreslå åtgärder i syfte att stärka individens möjligheter till delaktighet i och inflytande över det politiska beslutsfattandet mellan de allmänna valen. En särskild uppgift för utredningen är att belysa frågor om ungas politiska representation, delaktighet och inflytande. Inom ramen för denna uppgift ska utredningen bl.a. se över vilka effekter som befintliga forum för ungas inflytande, såsom ungdomsråd och ungdomsfullmäktige, har haft för ungas möjligheter till inflytande och delaktighet.

    Erik Andersson har på uppdrag av 2014 års Demokratiutredning skrivit en underlagsrapport om Skövde kommuns arbete med ungas delaktighet i de politiska beslutsprocesserna. Erik Andersson är lektor i pedagogik vid Högskolan i Skövde.

  • 8.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Parent-created educational practices and conditions for players’ political socialisation in competitive youth games: a player perspective on parents’ behaviour in grassroots soccer2019In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed)
    Abstract [en]

    By recognising young athletes as active socialising agents in their own right and how they experience parents’ behaviour, the article contributes knowledge about parent-created educational practices and conditions for players’ political socialisation in competitive youth games in grassroots soccer. Parents play an important role in the creation of educational practices and the conditions for young people’s political socialisation in sport. Young people’s formation of political identities, values, attitudes and norms, their adaption to, learning about and sometimes changes in the political culture of a community are dimensions that have hitherto not been explored to any great extent in youth sport research. Three types of educational practices are identified in which the conditions for political socialisation are shown to be marked by social cohesion, security and respectability; group segregation, selfishness and manipulation; disrespect, hostility and blame.

  • 9.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Political Socialisation In Competitive Games Of Grassroots Youth Soccer: Exploring Political Norms in Coaching Behavior2018In: Inclusion and Exclusion, Resources for Educational Research?: Political Landscapes in Physical Education and Sports Coaching, 2018Conference paper (Refereed)
    Abstract [en]

    Grassroots soccer is a major socialisation environment in which young members of society experiences situations and processes of social cohesion, inclusion and exclusion, solidarity and individualism, joy and anger, success and setbacks. In Sweden, the context of this paper, approximately 250 000 children and young people play organized soccer. National sport policy and UN Convention on the Rights of the Child regulates the activities in promoting values such as solidarity, equal value of all players, equal right to participate, learn and develop. Whether this kind of socio-political culture, and political socialisation processes it involves, exist is however an empirical question. A ‘hot’ situation in which values are set in motion is the competitive game revealing which players and what actually counts. In this situation, the coach has a vital role. Thus, the aim of the paper is to contribute knowledge about the political socialisation dimension in competitive games of grassroots youth soccer and the socio-political consequences of coaching behavior.

    • What political norms could be identified in coaching behaviors?
    • What are the socio-political consequences for the educational environment?

    The paper contributes knowledge about, pay attention to and visualizes the political dimension of competitive grassroots youth soccer games and its socio-political consequences for the educational environment.

  • 10.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences. School of Health and Education, University of Skövde, Skövde, Sweden.
    Producing and consuming the controversial: A social media perspective on political conversations in the social science classroom2016In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 15, no 1, p. 6-16Article in journal (Refereed)
    Abstract [en]

    Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer – a prosumer – of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education – socialisation, qualification and subjectification – and at the same time stimulate societal engagement and political action.

  • 11.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Rum och plats i didaktiken: Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to argue for a systematic research approach on space and place, the WHERE-question in the Swedish research field of didactics. Two research traditions in subject and general didactics, focusing the WHAT- and the HOW-question, dominate the field. The educational situation of today is highly digitally driven which motivates the rele-vance of a more thorough and systematic analysis of the WHERE-question. It is argued that Swedish didactical research, and teaching in school in general, has to amplify the attention to the WHERE-question. Space and place are not empty containers in which social life happens to unfold. Space and place determines the communication, interaction and mea-ning making of individuals – individuals are always claimed by space and place.

  • 12.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Situational political socialization: a normative approach to young people’s adoption and acquisition of political preferences and skills2015In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 18, no 8, p. 967-983Article in journal (Refereed)
    Abstract [en]

    Research on young people’s political socialization has had an adult-centered top–down bias in which young people are considered incomplete and in need of the right upbringing. The article attempts to balance this bias. The aim is to introduce and argue for another normative approach – situational political socialization. Four theoretical elements constitute its basis: (1) the political, (2) contingency (the principle of the public sphere), (3) space and place, and (4) situation. In the contingent western digital media society marked by cultural dissemination, individualism, and the erosion of traditional institutions, situational political socialization represents a normative basis for a research approach which is open, action-oriented and contextualized, viewing young people as political actors in their own right.

  • 13.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Sociala medier och politiskt kontroversiella samtal i samhällsundervisningen2015In: Kontroversiella frågor : om kunskap och politik i samhällsundervisningen / [ed] Ljunggren, Carsten; Unemar Öst, Ingrid och Englund, Tomas, Malmö: Gleerups Utbildning AB, 2015, 1, p. 77-94Chapter in book (Other academic)
  • 14.
    Andersson, Erik
    School of Humanities and Informatics, University of Skövde, Skövde, Sweden.
    Stake in the political: Young people's condition for political socialization in social media2010In: Politics, Culture and Socialization, ISSN 1866-3427, E-ISSN 2196-1417, Vol. 1, no 4, p. 379-396Article in journal (Refereed)
    Abstract [en]

    This article concerns young people’s political acting on their own terms. With a broad understanding of the political life – the political – and a recognition of space and place as central aspects determining young people’s condition for political socialization, the use of stake in a political conversation between young people is analyzed as an approach to describe and discuss aspects of political socialization in a public room within the social media – the net community. The political conversation within the national net community is shown to be built up and maintained by certain discursive conditions and pressures determining the character of the conversation, as well as the conditions to which you are expected to conform as a participant within this place. The findings indicate that young people’s political conversation – their political acting – in social media could be a new form of political communication with its own unique characteristics, creating conditions for young people’s political socialization.

  • 15.
    Andersson, Erik
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 8-18Article in journal (Refereed)
  • 16.
    Andersson, Erik
    School of Humanities and Informatics, University of Skövde, Skövde, Sweden.
    Text som kontext - rum, plats och text som social situation2010In: Utbildning och lärande, ISSN 2001-4554, Vol. 4, no 1, p. 76-96Article in journal (Refereed)
    Abstract [en]

    The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?

  • 17.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    The pedagogical political participation model (the 3P-M) for exploring, explaining and affecting young people’s political participation2017In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 20, no 10, p. 1346-1361Article in journal (Refereed)
    Abstract [en]

    In young people’s political participation in public decision-making, research and youth policy may benefit from a participation model that is pedagogical and sensitive to context. Due to the limitations of established participation models, the pedagogical political participation model (referred to here as the 3P-M) is suggested. The 3P-M is a theoretical and methodologically embedded model that builds on three observations: (1) that young people (as a category) are always presented as dependent on and subordinate to adults (decision-makers) in public decision-making, (2) that participation cannot be quantitatively measured without being normative and insensitive to context and (3) that different types of pedagogical leadership determine what kind of political participation is possible. The 3P-M offers an analytical framework for practitioners, policymakers and researchers to identify, explain and affect public pedagogical settings and situations in which young people politically participate.

  • 18.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences. School of Humanities and Informatics, University of Skövde, Skövde, Sweden.
    The political voice of young citizens: Educational conditions for political conversation - school and social media2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 97-119Article in journal (Refereed)
    Abstract [en]

    Political conversation is a prerequisite for social cohesion in society. Due to digital media, a new educational situation has been shaped that creates different conversational possibilities in which the political conversation can take place. The analysis of two cases, the international students' questionnaire used in the ICCS 2009 and findings from research in a Swedish net community, represents two spaces - school and social media - containing specific educational conditions for political conversation. These two spaces are used to problematize and discuss, in terms of political socialisation, educational conditions for political conversation in school. The Political Voice of Young Citizens is shown to be framed by different conditions depending on where, when, and how the political conversation is institutionally arranged and directed.

  • 19.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    The school as a public space for democratic experiences: Formal student participation and its political characteristics2019In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 14, no 2, p. 149-164Article in journal (Refereed)
    Abstract [en]

    School democracy in terms of formal student participation is often expressed through different types of councils. This requires that these forms of political participation function democratically. The article contributes knowledge about the school as a public space and the democratic experiences gained through formal student participation in class and school councils. The article is designed in four steps: (I) the presentation of previous research, (II) the presentation of the pedagogical political participation model used for analysis and discussion, (III) the findings of an empirical case in Sweden, and (IV) theoretical synthetizes using John Dewey’s educational theory. It is argued that the political characteristics of formal student participation are uniform and bound to different types of political participation, such as being informed and heard and a lack of political influence that positions students as political objects for democratic fostering. This raises questions about the consequences of students’ growth of democratic experiences.

  • 20.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Ungas politiska delaktighet som pedagogiskt förhållningssätt2018In: Barn- och ungdomsvetenskap: Grundläggande perspektiv / [ed] Thomas Johansson och Emma Sorbring, Stockholm: Liber, 2018, 1, p. 163-177Chapter in book (Other academic)
  • 21.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Young People’s Political Participation: A Public Pedagogy Challenge at the Municipal Level2018In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 26, no 2, p. 179-195Article in journal (Refereed)
    Abstract [en]

    In established democracies, a public pedagogy challenge for municipalities is to create, integrate and expand opportunities for young people’s political participation in decision-making. These opportunities are guided by different reasons, values and explanations as to why young people’s political participation is important. This article contributes empirical knowledge about the motives that direct young people’s political participation in decision-making at the municipal level. By means of a case study in a municipality in the west of Sweden, three recurrent motives have been identified: political participation as a means, democratic fostering and an intrinsic value. Based on political socialization theory, empirical findings and previous research, two major challenges in youth policy work are identified and discussed in terms of public pedagogy.

  • 22.
    Andersson, Erik
    et al.
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Olson, Maria
    School of Health and Education, University of Skövde, Skövde, Sweden; Centre for Teaching and Learning in the Humanities, Stockholm University, Stockholm, Sweden.
    Political Participation as Public Pedagogy: The Educational Situation in Young People’s Political Conversations in Social Media2014In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 13, no 4, p. 115-126Article in journal (Refereed)
    Abstract [en]

    In this article we argue that young people’s political participation in the social media can be considered ‘public pedagogy’. The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt’s expressive agonism. The political participation that takes place in the net community builds up an educational situation that involves central characteristics: communication, community building, a strong content focus and content production, argumentation and rule following. These characteristics pave the way for young people’s public voicing, experiencing, preferences and political interests that guide their everyday political life and learning – a phenomenon that we understand as a form of public pedagogy.

  • 23.
    Andersson, Erik
    et al.
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund, Skövde, Sverige.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier: kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-100Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of education in school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own education.

  • 24.
    Andersson, Erik
    et al.
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Young people’s conversations about environmental and sustainability issues in social media2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 465-485Article in journal (Refereed)
    Abstract [en]

    Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.

  • 25.
    Boström, Magnus
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Berg, Monika
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustafsson, Karin M
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustavsson, Eva
    Örebro University, School of Humanities, Education and Social Sciences.
    Hysing, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Lidskog, Rolf
    Örebro University, School of Humanities, Education and Social Sciences.
    Löfmarck, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Olsson, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Singleton, Benedict E
    Swedish Biodiversity Centre, Swedish University of Agricultural Sciences, Uppsala, Sweden.
    Svenberg, Sebastian
    Örebro University, School of Humanities, Education and Social Sciences.
    Uggla, Ylva
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach2018In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 12, article id 4479Article in journal (Refereed)
    Abstract [en]

    Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

  • 26.
    Hammerin, Zofia
    et al.
    University of Skövde, School of Health and Education, Skövde, Sweden.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Maivorsdotter, Ninitha
    University of Skövde, School of Health and Education, Skövde, Sweden.
    Exploring student participation in teaching: An aspect of student health in school2018In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 92, p. 63-74Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to contribute knowledge about student participation in teaching as an aspect of student health in school. Teaching is approached as an everyday democratic process that affects individual health, the health of a democratic society and young people’s experiences and attitudes towards democracy. Interviews conducted with high-achieving girls experiencing school-related stress in a Swedish upper secondary school are analysed using the Student Participation in Teaching Model as a methodological framework. The results indicate that the students mainly experience participation as being informed and suggest other dimensions of participation, such as reciprocal responsibility and communication. It is concluded that the teaching itself is a vital dimension of individual and societal democratic health and that this should be emphasised more in teaching practice.

  • 27.
    Olson, Maria
    et al.
    Institutionen för kommunikation och information, Högskolan i Skövde, Skövde, Sweden.
    Edling, Silvia
    Uppsala universitet, Uppsala, Sweden.
    Liljestrand, Johan
    Högskolan i Gävle, Gävle, Sweden.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences. Institutionen för kommunikation och information, Högskolan i Skövde, Skövde, Sweden.
    Är du mätbar nog, lilla vän?: Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens2012In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
1 - 27 of 27
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