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Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context
Göteborgs universitet.ORCID iD: 0000-0001-9744-6532
2022 (English)In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 53, no 3, p. 154-169Article in journal (Refereed) Published
Abstract [en]

This article presents a six-week long action research study in two primary school classes, with the aim of exploring how a Storyline approach can facilitate learning and acting on sustainability issues, and how this approach might enhance pupils’ agency. This study is underpinned by and analyzed through theories of relational pedagogy, in which communication processes and interaction are central aspects of the learning process. The empirical material consists of video observations from classroom situations. The results show relational aspects of the teacher’s work in a Storyline and highlight the importance of the teacher’s caring role Storyline instruction. Further, results suggest that the reflective process entails critical thinking and has potential to support development of pupils’ democratic capabilities, including a civic dimension. This action research study adds to evidence concerning how relational agency has been exercised and performed through features of a Storyline.

Place, publisher, year, edition, pages
2022. Vol. 53, no 3, p. 154-169
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Pedagogical Work
Identifiers
URN: urn:nbn:se:du-42611DOI: 10.1080/00958964.2022.2067110OAI: oai:DiVA.org:du-42611DiVA, id: diva2:1694830
Available from: 2022-09-12 Created: 2022-09-12 Last updated: 2022-09-12Bibliographically approved

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Häggström, Margaretha

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  • apa
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  • nn-NB
  • sv-SE
  • Other locale
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  • asciidoc
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