Mellan det globala och lokala – förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan

Ärlemalm‐Hagsér, Eva; Larsson, Jonna

doi:10.5617/nordina.6212

Cited by 6 publications

(7 citation statements)

References 11 publications

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“…We can also see how the global perspective provides a broadened perspective in relation to thematic work in a digital world. This is similar to a study by Ärlemalm-Hagsér and Larsson (in press), in which digital tools are highlighted as important for concretizing a global perspective through, for example, different species of fruit depending on temperature zones and access to water as well as acknowledging people’s diverse living conditions in relation to such factors.…”

Section: Discussionsupporting

confidence: 63%

Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World

Larsson

Samuelsson

2019

ECNU Review of Education

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Purpose: Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice. However, recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children’s daily preschool experiences through play, care, and education. Research has revealed a potential roadblock to achieving this goal; the difficulty connecting the three inextricably linked dimensions of sustainability: ecological, social–cultural, and economic. The purpose is to generate knowledge about preschool teachers’ professional understanding of education for sustainable development (ESD) in early childhood education (ECE) by implementing and enhancing the operationalization of such work in four Swedish preschools. Design/Approach/Methods: The design of the study rests on the involvement of teachers in work where they created sustainability activities supported by the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC). The data consist of teachers’ narratives and interviews, and a qualitative content analysis is used from which a number of themes emerged. Findings: The initial interviews foregrounded three themes: the value of collective resources, the wonders of nature, and a global world. At the end of the project, the teachers’ expressions of their practice revealed three qualitatively transformed themes: broadened awareness of sustainability, ecology embracing culture, and expanded perspectives, as factors of ESD. Originality/Value: Teachers did increase their awareness of working with children and expressed a strength in using each other as collective resources. By that, their professional understandings of ESD in preschool developed.

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Section: Discussionsupporting

confidence: 63%

Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World

Larsson

Samuelsson

2019

ECNU Review of Education

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“…Asplund et al Siraj-Blatchford et al, 2010;Ärlemalm-Hagsér & Larsson, 2019). Slutsatsen är att medan fragmenterade arbetssätt kan ge viktig kunskap om till exempel ekologi, demokrati eller teknik, skapar de en diskrepans i relation till det holistiska tillvägagångssätt UNESCO menar behövs för att stödja transformativ kapacitet hos elever och barn (Rieckmann, 2018, UNESCO, 2020.…”

Section: Mot En äMnesövergripande Undervisning För Agenda 2030unclassified

Att lära för FN:s Globala Mål – utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan

Asplund

Kall

Uhrqvist

et al. 2023

NorDiNa

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Since 2015, discussions on how to educate the UN Sustainable Development Goals (SDGs) have been under the scope of the international community, while research in SDG education in particular for early childhood education is still scarce. This paper builds on focus groups discussions with pre-school personel to explore challenges and opportunities with educating and learning the SDGs for children between 1-5 years. The analysis shows that (1) despite the intention of an interdisciplinary teaching, questions about sustainable development and Agenda 2030 tend to be fragmented, 2) preschool teachers perceive the organisational conditions of preschools as beneficial for teaching for sustainable development, and 3) the children's interest is given great importance and is often seen as a prerequisite for the teachers work, but at the same time a dilemma is expressed with losing goals and focus.

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“…According to Boldermo (2019), the research on education for sustainability in early childhood has been closely related to issues surrounding the environmental dimension, with an emphasis on the need to educate children to be environmentally responsible and to live sustainable lives. Children's active participation and agency in everyday educational practices are frequently raised in such contexts (Borg & Samuelsson, 2022;Ärlemalm-Hagsér, 2013). Borg and Gericke (2021) found that preschool teachers initially viewed sustainability from an environmental perspective.…”

Section: Social Sustainability In Preschoolmentioning

confidence: 99%

BKB_Social sustainability in Swedish multicultural preschools

Olsson

2023

nbf

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Although principals in Swedish preschools treasure cultural diversity and multilingualism, diversity also involves challenges to preschool staff. They may find themselves in a position where there is no way of cooperating with parents, as prescribed in the preschool curriculum (Swedish National Agency for Education, 2018), without counteracting preschools’ fundamental values. These values concern promoting democracy, human rights, gender equality and diversity – fundamental social sustainability goals. In this study, 14 preschool principals were interviewed in focus groups. The results of the study are explored through ‘dilemmatic spaces’ (Honig, 1996), a conceptual framework useful for analysing teachers’ everyday practice. Dilemmatic spaces suggest that dilemmas are ever-present in a particular setting, such as preschools, and that this shifts the responsibility for a challenging situation from the individual to a structural level. The concept has been developed by Fransson and Grannäs (2013). This article presents dilemmas that may arise when preschool staff working in multicultural preschools strive to uphold fundamental values stipulated in the curriculum.

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Mellan det globala och lokala – förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan

Cited by 6 publications

References 11 publications

Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World

Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World

Att lära för FN:s Globala Mål – utmaningar och möjligheter med ämnesövergripande och samskapande undervisning i förskolan

BKB_Social sustainability in Swedish multicultural preschools

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