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Engagerade i världens bästa? Lärande för hållbarhet i förskolan


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Title: Engagerade i världens bästa? Lärande för hållbarhet i förskolan
Authors: Ärlemalm-Hagsér, Eva
E-mail: eva.arlemalm-hagser@ped.gu.se
eva.arlemalm-hagser@mdh.se
Issue Date: 10-May-2013
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Parts of work: I. Ärlemalm-Hagsér, E., & Sandberg, A. (2011). Sustainable development in early childhood education: in-service students’ comprehension of the concept. Environmental Education Research Journal, 17(2), 187-200. DOI: 10.1080/13504622.2010.522704

II. Ärlemalm-Hagsér, E. (2012). Lärande för hållbar utveckling i förskolan Kunskapsinnehåll, delaktighet och aktörskap kommunicerat i text. Nordisk barnehageforskning, 5(2), 121. https://journals.hioa.no/index.php/nbf/article/view/417

III. Ärlemalm-Hagsér, E., & Davis, J. (accepterad). Examining the rhetoric: A comparison of how sustainability and young children’s participation and agency are framed in Australian and Swedish early childhood education curricula. Contemporary Issues in Early Childhood.

IV. Ärlemalm-Hagsér, E. (2012). Minds on Earth hour a theme for sustainability in Swedish early childhood education. Early Child Development and Care. 114, iFirst Article. DOI:10.1080/03004430.2012.746971
Date of Defence: 2013-05-31
Disputation: Fredagen den 31 maj 2013, kl. 13.00, Kjell Härnqvistsalen (hus A), Pedagogen Göteborgs universitet
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
335
Keywords: Critical theory, bricoleur, ecofeminism, early childhood education,education for sustainability
Abstract: In this thesis the aim is to acquire knowledge about and to scrutinise the ambiguity, complexity and contradictions within education for sustainability in the Swedish preschool, as well as analysing children’s agency and meaning-making and how they are manifested in relation to education for sustainability. In this qualitative research, the theoretical framework is guided by a critical theory approach as well as an ecofeministic perspective. The empirical material was obtained in four stud... more
ISBN: 978-91-7346-744-5 (print)
978-91-7346-745-2 (pdf )
URI: http://hdl.handle.net/2077/32675
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande

 

 

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