The Green School Movement in Sweden – Past, Present and Future

Gericke, Niklas; Manni, Annika; Stagell, Ulrica

doi:10.1007/978-3-030-46820-0_17

Cited by 12 publications

(4 citation statements)

References 59 publications

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“…Previous research has shown that teachers in schools find it difficult to change their teaching practices and to adopt more transformative teaching with links to EfS (Redman et al, 2018). These difficulties are also indicated in Sweden in a review of implementation research on EfS (Gericke et al, 2020). However, few such studies have been within the field of preschool research.…”

Section: The Influence Of the Curriculum On Preschool Educationmentioning

confidence: 99%

“…A specific teaching method, EfS, is presented in both policy (UNESCO, 2005;, practice (Naturskyddsföreningen, 2017), and research (Eilam & Trop, 2010) as a way to develop the competence of school pupils to act in relation to sustainability. The importance of EfS has also been established in preschool teaching because it can affect the development of young children's attitudes and future behaviour relating to sustainability issues (Inoue et al, 2016) and in more recent years has been highlighted as an important aspect of research on preschools (Borg & Gericke, 2021;Gericke et al, 2020). Another question thus raised is whether this teaching perspective is reflected in the new Swedish curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula

2022

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The aim of this study is to provide a content analysis of the new Swedish preschool curriculum in comparison with the previous preceding curriculum to investigate how sustainability and education for sustainability (EfS) have been described, and whether there have been any changes in terms of the scope of their inclusion in the new curriculum. The study adopts a holistic view of sustainability, meaning that the environmental dimension, social dimension, and economic dimension, along with a pluralistic and transformative view of EfS, form the analytical framework. Using content analysis, the frequency of explicit and implicit descriptive words for sustainability and EfS in both curricula were investigated. A contextual analysis was also conducted that involved an interpretation of the meaning of the implicit words. Two main findings could be identified in the new curriculum in comparison to the previous curriculum. The first was that the term sustainability is now used from an explicit and holistic perspective that includes all three dimensions. The second was that the new curriculum provides guidance as to how to incorporate EfS where such words as investigating, participation, collaborate and develop are used. Together with the context in which these words appear, a picture forms of a pluralistic teaching tradition in preschool curricula. Overall, the analysis provides a picture of change in the Swedish preschool curriculum that is in line with the intentions of international policy and research relating to a need for increased focus on sustainability and EfS.

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Section: The Influence Of the Curriculum On Preschool Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula

2022

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“…Pluralism has been shown to promote students' own sustainability actions, despite its non-normative character (Boeve-de Pauw et al 2015). However, simply arguing for the what-and the why-questions is a lot easier than transforming it into classroom practice, and teachers are often left with little guidance of how to solve this complex task (Gericke, Manni, and Stagell 2020). Some studies have focused on actions that teachers undertake to stimulate plural voices in teaching and learning contexts (Rudsberg and Öhman 2010;Van Poeck and Östman 2018), but few studies have looked at how teaching can open up the diversity of perspectives among students themselves, and how these may be used as a resource in ESD.…”

Section: Diversity In Views As a Resource In Esd?mentioning

confidence: 99%

Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions

Berglund

Gericke

2021

Environmental Education Research

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This study investigates the different arguments put forward by Swedish upper secondary students on the interconnectedness of the environmental, social and economic dimensions of sustainable development (SD). The aim is to study the diversity in views among students in order to find out whether this can be used as a resource in a holistic and pluralistic approach to ESD. The study design was based on a two-step process in which the first step was to identify students representing four different, broadly coherent, views on the interconnections between sustainability dimensions, with a specific focus on the role of the economy in SD. Thereafter, focus group interviews were undertaken with the selected groups of students representing the four different views. The findings indicate a diversity of arguments in discussions of SD and the potential that this plurality brings for perspective shifting. Moreover, the economic dimension appears as central to promoting discussions that aim to examine the overall interconnectedness of sustainability dimensions. A further conclusion is that omitting the economic dimension in ESD risks excluding the core of students' ideas of how SD may be realized.

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“…In sustainability research, environmental aspects have been prioritized, whereas social aspects, such as children's participation, their agency, social justice, citizenship, and social equity, have received little attention [8,9]. There is also a lack of studies showing how social sustainability can be included in preschool teaching [10]. In this article, we have used the terms "sustainability" and "sustainable development" synonymously.…”

Section: Introduction 1sustainability and Early Childhood Educationmentioning

confidence: 99%

Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools

Borg

Gericke

2021

Sustainability

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Although policy documents emphasize the importance of integrating social, economic, and environmental dimensions into education for sustainability (EfS), there is a lack of studies investigating how social sustainability can be included in preschool teaching. Therefore, this study aims to increase knowledge about preschool teachers’ teaching practices relating to social sustainability. This study uses EfS as a conceptual framework that includes a holistic view of sustainability addressing social, economic, and environmental aspects, as well as pluralistic teaching approach from a transformative perspective. To explore the views and teaching practices, individual interviews were conducted with 12 preschool teachers from eight preschools that took part in a school development project. The project included professional development workshops for teachers on EfS and local implementation efforts. Thematic content analysis was conducted. The interviews made it apparent that the teachers initially viewed sustainability from an environmental perspective; however, after involvement in the school development project, they began to integrate the social sustainability dimension into their teaching. The teachers associated local sustainability challenges with those faced internationally. To a certain extent, children’s agency was noted in pluralistic educational activities that supported children’s active participation. The level at which preschool teachers integrated social sustainability into their teaching varied.

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The Green School Movement in Sweden – Past, Present and Future

Cited by 12 publications

References 59 publications

Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula

Integration of education for sustainability in the preschool curriculum: A comparative study between the two latest Swedish curricula

Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions

Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools

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