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Louise Sund
School of Education, Culture and Communication, Mälardalen University, 722 20 Västerås, Sweden

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Journal article
Published: 11 March 2021 in Sustainability
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This article proposes a model that describes and frames sustainability commitment. The model is based on didactic theory and pragmatic philosophy and is informed by several empirical studies on environmental and sustainability education (ESE) practice. The intention is for the model to serve as a critical perspective on ESE practices in secondary and upper secondary schools, and to offer a framework for the development of future practice with emphasis on teachers’ choices of content and teaching methods. The model suggests that a sound commitment is situated in the intersection of the intellectual, emotional, and practical aspects of sustainability. It is argued that: The intellectual aspect is essential for giving the commitment scientific rigor and a critical stance; emotions are vital for students to become dedicated; and skills to carry out appropriate actions for change is necessary for playing an active role in providing a sustainable transformation of society.

ACS Style

Johan Öhman; Louise Sund. A Didactic Model of Sustainability Commitment. Sustainability 2021, 13, 3083 .

AMA Style

Johan Öhman, Louise Sund. A Didactic Model of Sustainability Commitment. Sustainability. 2021; 13 (6):3083.

Chicago/Turabian Style

Johan Öhman; Louise Sund. 2021. "A Didactic Model of Sustainability Commitment." Sustainability 13, no. 6: 3083.

Research article
Published: 03 March 2020 in The Journal of Environmental Education
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This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies.

ACS Style

Louise Sund; Karen Pashby. Delinking global issues in northern Europe classrooms. The Journal of Environmental Education 2020, 51, 156 -170.

AMA Style

Louise Sund, Karen Pashby. Delinking global issues in northern Europe classrooms. The Journal of Environmental Education. 2020; 51 (2):156-170.

Chicago/Turabian Style

Louise Sund; Karen Pashby. 2020. "Delinking global issues in northern Europe classrooms." The Journal of Environmental Education 51, no. 2: 156-170.

Journal article
Published: 03 October 2018 in Sustainability
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According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have done, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world.

ACS Style

Louise Sund; Karen Pashby. ‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms. Sustainability 2018, 10, 3552 .

AMA Style

Louise Sund, Karen Pashby. ‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms. Sustainability. 2018; 10 (10):3552.

Chicago/Turabian Style

Louise Sund; Karen Pashby. 2018. "‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms." Sustainability 10, no. 10: 3552.

Journal article
Published: 16 February 2017 in Nordic Studies in Science Education
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Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt och rättvist? Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas.

ACS Style

Per Sund; Louise Sund. ”Alla gör fel!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov. Nordic Studies in Science Education 2017, 13, 3 -16.

AMA Style

Per Sund, Louise Sund. ”Alla gör fel!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov. Nordic Studies in Science Education. 2017; 13 (1):3-16.

Chicago/Turabian Style

Per Sund; Louise Sund. 2017. "”Alla gör fel!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov." Nordic Studies in Science Education 13, no. 1: 3-16.