“Too hot for the reindeer” – voicing Sámi children's visions of the future

Climate fiction and young learners’ thoughts—a dialogue between literature and education

“…Importantly, however, cultural identity and social circumstances can produce significant differences regarding these forms of nature contact and experience. In the Swedish context, there are, for example, vast dissimilarities between inner city children with limited access to the outdoors and consequently few opportunities to observe processes in nature, and Sami children in reindeer-herding families who have an immediate and continuous relationship with nature and concerns such as climate change (for illuminating discussions about Sami children's representations of nature and climate change, see Jonsson, Sarri, and Alerby 2012).…”

Niondeklassares och geografilärares förståelse av bakgrunden till och följderna av klimatförändringen<br>Ninth-graders’ and geography teachers’ understandings of the background to and consequences of climate change

“…En möjlig grund till det egocentriska tankesättet är bristande förståelse (Ojala, 2012) hos elever som varken i undervisningen eller i det vardagliga livet erfarit personliga beröringspunkter med klimatförändringens konsekvenser. Som kontrast upplever sig samebarn i svenska Lappland påverkas starkt av klimatförändringen i sina framtida liv i och med klimatförändringens negativa inverkan på renarna och möjligheterna att livnära sig på renskötsel (Jonsson, Sarri & Alerby, 2012). Sammanfattningsvis är det av vikt att utreda vilken elevers och lärares förståelse av följderna av klimatförändringen är, då brister i förståelsen kan ha koppling till ett egocentriskt tankesätt, som i sin tur redan tidigare kopplats till oengagemang i miljöfrågor (Connell, Fien, Lee, Sykes & Yencken, 1999).…”

Education for Sustainable Development and School Geography. Theoretical Considerations

“…A review of papers dedicated to SD, ESD, and school geography not only gives evidence to this, but also highlights the breadth of research in Geographical Education (cf. Jonsson, Sarri, Alerby, 2012;Reinfried, 2009;Setha, Mund, 2008;Corney, 2006;van der Schee, 2003;Houtsonen, 2002;Haubrich, 2000). Along these lines, the concepts of SD and ESD have been discussed in relation to different players of the teaching-learning process (Yasar, Seremet, 2009;McKeown, Hopkins, 2007) from primary to university education (Jonsson et al, 2012;Bowers, 2002), as well as in different forms of education (Ramos Trejo, Sánchez Crispín, 2009;Ruiz-Mallén, Barraza, Bodenhorn, Reyes-García, 2009).…”

“…Jonsson, Sarri, Alerby, 2012;Reinfried, 2009;Setha, Mund, 2008;Corney, 2006;van der Schee, 2003;Houtsonen, 2002;Haubrich, 2000). Along these lines, the concepts of SD and ESD have been discussed in relation to different players of the teaching-learning process (Yasar, Seremet, 2009;McKeown, Hopkins, 2007) from primary to university education (Jonsson et al, 2012;Bowers, 2002), as well as in different forms of education (Ramos Trejo, Sánchez Crispín, 2009;Ruiz-Mallén, Barraza, Bodenhorn, Reyes-García, 2009). Along these lines, Corney (2006) has identified two main trends of conceptualizing SD when he observes, on the one hand, an increasing acceptance and consensus for the trinity model (Gough, 2002;Luke, 2001;Morgan, 2000;Huckle, Sterling, 1996) and, on the other hand, the urge to find opposing conceptual approaches to SD (Sauve, 2002;Scott, 1999).…”

“…While the former has kept a focus on implementation into curricula (Dalelo, 2011;Westaway, 2009) and textbooks (Bagoly-Simó, 2012a;Böhn, Hamann, 2011;Böhn, 2006;Hopkin, 2001), the latter has dedicated attention to pupils' conceptual understanding of climate change and ways of conceptual change (cf. Reinfried, Aeschbacher, Rottermann, 2012), university students' opinion on actions helping to prevent climate change (Ambusaidi, Boyes, Stanisstreet, Taylor, 2012) and their knowledge of global climate change (Spellman, Field, Sinclair, 2003), and also to (non-)Western perspectives on environmental change (Jonsson et al, 2012). Similarly, demographic dynamics figures prominently among the core topics of skill acquisition, where it is most frequently discussed as a means to foster numeral literacy.…”