Margaretha Häggström – författare
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8 produkter
8 produkter
Häftad, Engelska, 2025
635 kr
Skickas inom 10-15 vardagar
Establishing a theoretical framework for Arts-based Environmental Education (AEE) and narrative pedagogy, this seminal volume lays the groundwork for understanding the potential of art, education, and aesthetic expressions to address environmental issues head-on.Theoretical chapters inform a discussion of empirical studies carried out in Sweden, Finland, and Slovenia, applying concepts such as relational pedagogy and phenomenology to real-world settings. Chapters further explore various art forms such as land art and drama in the context of the storyline approach, creating narratives on resilience and sustainability, addressing climate anxiety, and fostering critical and imaginative thinking among students. Theoretical and empirical insights combined with indigenous perspectives lead to practical strategies for implementing AEE in various educational contexts, providing concrete examples of how AEE can be integrated into classroom settings, outdoor education, and community programmes. Emphasis is also given to the importance of connecting these practices to broader global initiatives such as the 2030 Agenda for Sustainable Development in the cultivation of a sustainable, liveable future. At the heart of the book is a Manifesto for Regenerative Education – a poetic and powerful framework for rethinking learning in the Anthropocene.Presenting a pioneering approach that positions education and artistic expression as the starting point for fostering ecological awareness and engagement, this book will interest practitioners, researchers and educators in arts education, environmental and sustainability education, and innovative pedagogies more broadly.
Inbunden, Engelska, 2025
2 404 kr
Skickas inom 10-15 vardagar
Establishing a theoretical framework for Arts-based Environmental Education (AEE) and narrative pedagogy, this seminal volume lays the groundwork for understanding the potential of art, education, and aesthetic expressions to address environmental issues head-on.Theoretical chapters inform a discussion of empirical studies carried out in Sweden, Finland, and Slovenia, applying concepts such as relational pedagogy and phenomenology to real-world settings. Chapters further explore various art forms such as land art and drama in the context of the storyline approach, creating narratives on resilience and sustainability, addressing climate anxiety, and fostering critical and imaginative thinking among students. Theoretical and empirical insights combined with indigenous perspectives lead to practical strategies for implementing AEE in various educational contexts, providing concrete examples of how AEE can be integrated into classroom settings, outdoor education, and community programmes. Emphasis is also given to the importance of connecting these practices to broader global initiatives such as the 2030 Agenda for Sustainable Development in the cultivation of a sustainable, liveable future. At the heart of the book is a Manifesto for Regenerative Education – a poetic and powerful framework for rethinking learning in the Anthropocene.Presenting a pioneering approach that positions education and artistic expression as the starting point for fostering ecological awareness and engagement, this book will interest practitioners, researchers and educators in arts education, environmental and sustainability education, and innovative pedagogies more broadly.
Inbunden, Engelska, 2019
1 059 kr
Skickas inom 5-8 vardagar
Inbunden, Engelska, 2022
1 505 kr
Skickas inom 10-15 vardagar
This volume focuses on the fourth Sustainable Development Goal (SDG), education, to look at sustainability from various angles with the purpose of challenging preconceptions about what sustainable education might entail and how it should be conducted. To this end, the book assembles scholars from various research fields and disciplines, who are willing to be at the cutting edge regarding sustainability and education on all levels with students in the ages of 6-15. Through this approach, the text points towards a “wild pedagogy” in line with post-sustainable thinking. This involves agency and the role of nature itself as a co-educator, and promotes cultural changes, and explorative processes of finding “the wild” – the unknown, and complexity in nature – and thus of challenging the human need for control. This approach is also, in line with the 2030 Agenda, an attempt to move from advocating predetermined behavioural change to embracing a pluralistic perspective on sustainability, based on holistic views on education. Such views include curiosity, wonderment, compassion and agency as guiding lights. The book is structured into three sections, based on three interrelated strands. These strands are, in various ways, dependent on one another and further engaged with bringing education theory and practice together. These strands are 1) Belonging and sensing, 2) Critical thinking, social justice and action competence, and 3) Creating hope in a vanishing world. These strands aim to increase our access to and understanding of the ways in which sustainability can be integrated into education and why. The purpose of the text is to encourage educators of all kinds and levels, as well as scholars in different fields, to explore new perspectives on education for sustainable development. The book examines probes in diverse academic fields and focuses on how to combine different approaches andcontent, and therefore everyone interested in interdisciplinary and cross-curricular teaching and learning should find this work enlightening.
Häftad, Engelska, 2023
1 505 kr
Skickas inom 10-15 vardagar
This volume focuses on the fourth Sustainable Development Goal (SDG), education, to look at sustainability from various angles with the purpose of challenging preconceptions about what sustainable education might entail and how it should be conducted. To this end, the book assembles scholars from various research fields and disciplines, who are willing to be at the cutting edge regarding sustainability and education on all levels with students in the ages of 6-15. Through this approach, the text points towards a “wild pedagogy” in line with post-sustainable thinking. This involves agency and the role of nature itself as a co-educator, and promotes cultural changes, and explorative processes of finding “the wild” – the unknown, and complexity in nature – and thus of challenging the human need for control. This approach is also, in line with the 2030 Agenda, an attempt to move from advocating predetermined behavioural change to embracing a pluralistic perspective on sustainability, based on holistic views on education. Such views include curiosity, wonderment, compassion and agency as guiding lights. The book is structured into three sections, based on three interrelated strands. These strands are, in various ways, dependent on one another and further engaged with bringing education theory and practice together. These strands are 1) Belonging and sensing, 2) Critical thinking, social justice and action competence, and 3) Creating hope in a vanishing world. These strands aim to increase our access to and understanding of the ways in which sustainability can be integrated into education and why. The purpose of the text is to encourage educators of all kinds and levels, as well as scholars in different fields, to explore new perspectives on education for sustainable development. The book examines probes in diverse academic fields and focuses on how to combine different approaches andcontent, and therefore everyone interested in interdisciplinary and cross-curricular teaching and learning should find this work enlightening.
Häftad, Svenska, 2013
453 kr
Skickas
Inkludering är en pedagogisk målsättning, utbildningspolitisk riktlinje och etisk förpliktelse som framförts i drygt två årtionden. I bokens första del beskriver författarna olika perspektiv på mångfald och differentiering: pedagogiska, didaktiska utbildningspolitiska, sociologiska och kommunikationsteoretiska synsätt som är nödvändiga att reflektera över.I bokens andra del presenterar författarna en rad möjliga tillvägagångssätt för hur elevers olikheter kan tillvaratas i undervisningen. De presenterade ansatserna och metoderna är dock inga färdiga recept. Med hänsyn till bland annat innehåll, elevers motivation och intressen behöver de varieras och anpassas till de konkreta förutsättningarna i varje klass. De olika exemplen syftar till att vara inspirerande för vidareutveckling av den egna undervisningsstilen.Antologins syfte är att presentera möjligheter för hur undervisningen kan utvecklas och anpassas med hänsyn till mångfalden i klassrummet och elevers individuella behov. Boken vänder sig både till lärarstudenter och verksamma lärare som söker inspiration och nya idéer för sin undervisning.
Häftad, Svenska, 2024
409 kr
Visuell kultur är i dag en central del av skolämnet bild och kan användas för att beskriva både de visuella uttryck som omger oss och metoder för att skapa och visualisera ny kunskap. I den här boken lyfter författarna fram visuell kultur både som ett kunskapsobjekt och som en undersökningsmetod. Boken erbjuder ingångar till olika sätt att arbeta med bild i grundskolan. Alla kapitel innehåller konkreta förslag på uppgifter eller övningar som kan anpassas och utvecklas vidare. Boken riktar sig till lärarstudenter och verksamma lärare i F-6 och på fritidshem. Den kan användas både i bildundervisning och i ämnesövergripande eller tematiska projekt. Redaktörerna forskar inom området visuell kultur och har alla tre erfarenhet av att undervisa blivande lärare i bild mot yngre åldrar och fritidshem.
Del 442 - Gothenburg Studies in Educational Sciences
Estetiska erfarenheter i naturmöten : en fenomenologisk studie av upplevelser av skog, växlighet och undervisning
Häftad, Svenska, 2020
262 kr
Skickas inom 5-8 vardagar
In a period of accelerated environmental change, a focus on how humans build embodied relationships with the more-than-human world is a critical arena for pedagogical work. The aim of this thesis is to elucidate people’s lived experiences of being in the forest. The research is directed at aesthetic experiences, as sensuous experiences, of encounters with trees. The work is based on phenomenology and analyzed through hermeneutic phenomenology. This doctoral thesis is part of the research project Beyond Plant Blindness: Seeing the importance of plants for a sustainable world (The Swedish Research Council, dnr 2013-2014) and entails a two-part study; one part conducted with adults who have a habit of being-in-the forest and the other based in two primary school classes, using an outdoor pedagogy approach. The studies are presented through five articles. Article one frames an aesthetic and ethical perspective on art-based environmental education and sustainability and aims to link ethics, aesthetical environmental education and didactics with a phenomenological approach. In this way it serves as the theoretical background for the empirical work to come. Data for article two were collected using a questionnaire placed on a tree located in a specific forest setting over the course of a year. The results highlight the intersubjectivity and historicity of people's connections to a forest environment, and reveal that the experience of ‘being’ or ‘doing’ in a forest produces a larger, more nuanced, response than simply the experience in itself. Data for article three were collected using “walk and talk” interviews. Analysis reveals that (a) childhood experiences seem to play a crucial role in adult experiences of forests; (b) place-identity and sense of belonging are significant elements in how the participants define themselves; (c) being-in-the-forest is connected to an active, exploring and moving body, and that the connection with the more-than-human world of the case study forest is deeply anchored, as part of the human body. This relationship appears to be shaped through a process of constructing and reconstructing memories, practice and selfhood, and can, it seems, last a lifetime. Article three and five builds on action research with two teachers, who planned and designed a Storyline with the aim of giving their students opportunities to discover the intrinsic value of plants, by meeting with trees and slowly becoming trees. In a post-humanist sense, this approach rejects the notion of human as an ontological given, disembodied and separate from the kingdom of plants. Students de-homogenized plants by transforming themselves into trees, thus an inverted anthropomorphization was implemented. This second part of the thesis contributes new perspectives on the emerging relationship between young students and trees initiated through authentic meetings in which such relationships developed. Thus, the result can be used in didactical discussions on concrete, pedagogical and philosophical levels. In the long term, such relationships could have a positive impact on human connections to plants, the basis of much of life on Earth. Parts of work Artikel 1. Häggström, M. (2017). An Aesthetical and Ethical Perspective on Art-Based Environmental Education and Sustainability from a Phenomenological Viewpoint. I Franck, O. & Osbeck, C. (red.), Ethical Literacies and Education for Sustainable Development. Young People, Subjectivity and Democratic Participation, s. 85 - 103. London: Palgrave Macmillan. visa artikel Artikel 2. Häggström, M. (2019). Being-in-the forest – a matter of cultural connections with a natural environment. Plants, People, Planet, vol 1, nr 3, s.1-21. visa artikel Artikel 3. Häggström, M. (2019). Lived Experiences of Being-in-the-Forest as Relationships with the More-than-Human World. Environmental Education Research, s. 1-14. visa artikel Artikel 4. Häggström, M. (2019). Besjälning av träd som ett steg att förebygga växtblindhet hos grundskoleelever - En aktionsforskningsstudie av Storylinearbete i år 2 och 6. I E. Reimers, M. Harling, I. Henning Loeb och K. Rönnerman (red), Lärarprofession i en tid av förändringar. Konferensvolym från den tredje nationella ämneskonferensen i pedagogiskt arbete. Göteborgs universitet, s. 123-144. Artikel 5. Häggström, M. (2019). Students being transformed into trees: inverted anthropomorphization in order to enhance connectedness to natural environments and plants. I J. Reiss (red), Art, Theory and Practice in the Anthropocene. New York: Vernon Press, s. 137-153. https://gupea.ub.gu.se/handle/2077/60226