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Publications (10 of 119) Show all publications
Tryggvason, Á. & Öhman, J. (2024). Pluralism and democracy in environmental and sustainability education. In: : . Paper presented at Nordic Educational Research Association Congress (NERA 2024), Malmö, Sweden, March 6-8, 2024.
Open this publication in new window or tab >>Pluralism and democracy in environmental and sustainability education
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
pluralism, ESE, democracy, teaching
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-112671 (URN)
Conference
Nordic Educational Research Association Congress (NERA 2024), Malmö, Sweden, March 6-8, 2024
Available from: 2024-03-27 Created: 2024-03-27 Last updated: 2024-03-27Bibliographically approved
Urberg, L. & Öhman, J. (2024). Resisting sustainable development: an analysis of young people’s online discussions. Journal of Youth Studies
Open this publication in new window or tab >>Resisting sustainable development: an analysis of young people’s online discussions
2024 (English)In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680Article in journal (Refereed) Epub ahead of print
Abstract [en]

Society is currently facing and experiencing a fundamental environmental and social climate-related crisis. Despite this, many groups in society are either opposed to or sceptical about various sustainability reforms, research on the climate crisis and other environmental issues. This article aims to clarify the underlying logic of how and why some young people express resistance, and how habits, values and identity contribute to negative emotions and doubts about sustainable development, climate change and the current environmental crisis. The analysed data originates from an internet forum where young people can discuss political matters. First, through a qualitative inductive content analysis, four tensions were identified that either led to or were manifested as resistance. Second, a deductive content analysis was conducted based on Bourdieu’s forms of capital. The results show that resistance was often manifested as a defence of economic advantage and a fear of losing or experiencing a low cultural or social capital in the process of sustainability. Due to these fears other groups, such as women, immigrants and urban populations, were blamed by those who saw themselves as disadvantaged in a sustainable transformation.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Resistance, tensions, environmental capital, online communication, disadvantaged
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-112000 (URN)10.1080/13676261.2024.2322607 (DOI)001170770800001 ()
Available from: 2024-02-27 Created: 2024-02-27 Last updated: 2024-03-21Bibliographically approved
Boström, M., Ojala, M. & Öhman, J. (2024). Transformative learning. In: Christine Overdevest (Ed.), Elgar Encyclopedia of Environmental Sociology: (pp. 550-556). Edward Elgar Publishing
Open this publication in new window or tab >>Transformative learning
2024 (English)In: Elgar Encyclopedia of Environmental Sociology / [ed] Christine Overdevest, Edward Elgar Publishing, 2024, p. 550-556Chapter in book (Refereed)
Abstract [en]

This entry reviews the concept of transformative learning. Transformative learning theory stresses a learning perspective for situations when actors in (self-)critical ways recognize and reassess basic assumptions and expectations that steer their thinking, feeling, and acting. The theory relies on the humanistic assumption that people have, via deliberative acts, inner capacities to change circumstances. Transformative learning is defined as the process through which actors transform problematic frames of reference. The concept has been applied broadly in sustainability studies, including environmental sociology. The entry discusses five such fields of research, with relevance for environmental sociology: (1) environmental and sustainability education research, (2) the role of emotions in relation to, for example, climate change, (3) research on environmental activism, (4) lifestyle change, and (5), on transformative learning on community/organizational levels.

Place, publisher, year, edition, pages
Edward Elgar Publishing, 2024
Keywords
Activism, Education, Emotion, Frames of reference, Social, Transgressive
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Sociology
Identifiers
urn:nbn:se:oru:diva-113486 (URN)10.4337/9781803921044.ch97 (DOI)9781803921037 (ISBN)9781803921044 (ISBN)
Available from: 2024-05-01 Created: 2024-05-01 Last updated: 2024-05-02Bibliographically approved
Östman, L. & Öhman, J. (2023). A transactional methodology for analysing learning. Mind, culture and activity, 30(2), 116-132
Open this publication in new window or tab >>A transactional methodology for analysing learning
2023 (English)In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 30, no 2, p. 116-132Article in journal (Refereed) Published
Abstract [en]

Investigating learning in ongoing classroom practices involves a number of methodological challenges. One main challenge, identified by scholars in sociocultural approaches, is how to take both the individual and the environment into consideration in analyses. Although the challenge we are addressing are methodological in character, the work of coming up with a transactional methodology requires philosophical and theoretical clarifications and here we use mainly the work of John Dewey. The main ambition of this article is to present and empirically illustrate a transactional research methodology – a package of analytical models and an analytical method – that fully recognize the dynamic relations between the individual and the environmental dimensions – how they interplay in the learning process and how certain learning outcomes result from that interplay. The three models we present concerns the trajectory of learning, how the influence of the individual and environmental dimensions on students learning can be understood and approached transactionally respectively the learning outcome in terms of what the person learn when (re)creating habits. The analytical method presented and illustrated is built upon a first person perspective on language use, which dissolves some of the methodological problems when investigating the individual dimension through in situ analyses. 

Place, publisher, year, edition, pages
Routledge, 2023
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-97843 (URN)10.1080/10749039.2022.2042029 (DOI)000763797100001 ()2-s2.0-85126021668 (Scopus ID)
Available from: 2022-03-07 Created: 2022-03-07 Last updated: 2023-12-08Bibliographically approved
Sund, L. & Öhman, J. (2023). A transactional model of moral learning: How to challenge unsustainable denials. Environmental Education Research, 29(10), 1402-1416
Open this publication in new window or tab >>A transactional model of moral learning: How to challenge unsustainable denials
2023 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 29, no 10, p. 1402-1416Article in journal (Refereed) Published
Abstract [en]

This article draws on a philosophical critique of the problems of denial in the face of the climate crisis and the call for an education that deals with the root causes of social and environmental injustice in depth. To respond to this radical critique in concrete educational practice, there is a need for an understanding of moral learning that also considers the problems of denial and the role of the teacher in these learning processes. We therefore propose a transactional model grounded in Dewey’s pragmatic philosophy that explains how denial hinders the process of moral learning but also describes how teachers can offer moments of resistance that interrupt denial and challenges and transform moral habits. Finally, we discuss the implications of a transactional perspective and the need for making moral progress by reflectively revising our moral habits in the face of overlapping environmental and social injustice crises. 

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Environmental and sustainability education, transaction, moral learning, denials, resistance
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-105330 (URN)10.1080/13504622.2023.2198174 (DOI)000962766400001 ()2-s2.0-85152390179 (Scopus ID)
Funder
Swedish Research Council, 2021-04165
Available from: 2023-04-04 Created: 2023-04-04 Last updated: 2024-02-05Bibliographically approved
Öhman, J. (2023). Johan Öhman paper collection: Outdoor education. Örebro: Johan Öhman
Open this publication in new window or tab >>Johan Öhman paper collection: Outdoor education
2023 (English)Other (Other academic)
Abstract [en]

This collection summarizes studies of outdoor education that I have been involved in. A central theme of these studies is the connection between outdoor experiences and environmental concern. Specific attention is also paid to the Scandinavian outdoor tradition friluftsliv. The educational context range from pre-school to adult education.

Place, publisher, year, pages
Örebro: Johan Öhman, 2023
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-104757 (URN)
Available from: 2023-03-07 Created: 2023-03-07 Last updated: 2023-03-07Bibliographically approved
Öhman, J. & Tryggvason, Á. (2023). Manifest för en kritisk pluralistisk utbildning. Örebro: ESERGO, Örebro universitet
Open this publication in new window or tab >>Manifest för en kritisk pluralistisk utbildning
2023 (Swedish)Other (Other academic)
Place, publisher, year, pages
Örebro: ESERGO, Örebro universitet, 2023. p. 8
Series
ESERGO Essays, ISSN 2004-7983 ; 1
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-109888 (URN)
Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2023-11-27Bibliographically approved
Öhman, J. & Tryggvason, Á. (2023). Manifesto for a critical pluralistic education. Örebro: ESERGO, Örebro universitet
Open this publication in new window or tab >>Manifesto for a critical pluralistic education
2023 (English)Other (Other academic)
Place, publisher, year, pages
Örebro: ESERGO, Örebro universitet, 2023. p. 8
Series
ESERGO Essays, ISSN 2004-7983 ; 2
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-109894 (URN)
Available from: 2023-11-27 Created: 2023-11-27 Last updated: 2023-11-28Bibliographically approved
Tryggvason, Á., Öhman, J. & Van Poeck, K. (2023). Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research, 29(10), 1460-1485
Open this publication in new window or tab >>Pluralistic environmental and sustainability education – a scholarly review
2023 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 29, no 10, p. 1460-1485Article, review/survey (Refereed) Published
Abstract [en]

In this scholarly review we critically discuss the last 30 years of research on pluralism in environmental and sustainability education (ESE). Pluralism has been a focal point for a vast amount of theoretical and empirical studies in the research field. Since the journal Environmental Education Research (EER) was established, 158 articles have been published that to some extend refer to pluralism or pluralistic ESE. In this review we analyse the state-of-the-art of pluralism in relation to current societal changes and challenges. By placing three decades of research on pluralism in relation to key challenges that face democratic society and education, we outline prospects for future research and discuss what role pluralism can, and should, take in ESE research.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Pluralism, ESE, polarization, scholarly review, teaching
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-106635 (URN)10.1080/13504622.2023.2229076 (DOI)001015626000001 ()2-s2.0-85163017885 (Scopus ID)
Available from: 2023-06-27 Created: 2023-06-27 Last updated: 2024-02-05Bibliographically approved
Tryggvason, Á., Öhman, J. & Van Poeck, K. (2023). Revisiting pluralistic ESE in a changing societal context – a scholarly review. In: : . Paper presented at European Conference on Educational Research (ECER 2023), Glasgow, UK, August 21-25, 2023.
Open this publication in new window or tab >>Revisiting pluralistic ESE in a changing societal context – a scholarly review
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this scholarly review we critically discuss the last 30 years of research on pluralism in environmental and sustainability education (ESE). Pluralism has been a focal point for a vast amount of theoretical and empirical studies in the research field. Since the journal Environmental Education Research (EER) was established, 158 articles have been published that to some extend refer to pluralism or pluralistic ESE. In this review we analyse the state-of-the-art of pluralism in relation to current societal changes and challenges. By placing three decades of research on pluralism in relation to key challenges that face democratic society and education, we outline prospects for future research and discuss what role pluralism can, and should, take in ESE research.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-107852 (URN)
Conference
European Conference on Educational Research (ECER 2023), Glasgow, UK, August 21-25, 2023
Available from: 2023-08-26 Created: 2023-08-26 Last updated: 2023-08-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1423-4233

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