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Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation
Göteborgs universitet.ORCID iD: 0000-0001-9744-6532
2022 (English)In: International Journal of Arts Humanities and Social Sciences Studies, ISSN 2582-1601, Vol. 7, no 4, p. 45-58Article in journal (Refereed) Published
Abstract [en]

This article studies how environmental sustainability is integrated in a Storyline, which include learning about and through sustainability, conducted in two primary school classes, Grade 2 (children’s age 8- 9) in Sweden. It examines the significant aspects of the Storyline approach in relation to democratic values and young pupils’ sense of agency. In addition, it examines how pupils comprehend the concept of sustainability, and the Storyline approach itself. The empirical material consists of classroom observation and individual semistructured interviews with 20 pupils and 2 teachers. Theories of relational pedagogy are used to analyze the material. The results show that Storyline work depends on a skilled, compassionate and caring teacher, who creates an open climate in the classroom. It is argued that both a pedagogical theoretical foundation, such as relational pedagogy, and a deliberate teaching and learning approach, such as Storyline, are crucial when implementing issues of sustainability in primary school education.

Place, publisher, year, edition, pages
2022. Vol. 7, no 4, p. 45-58
Keywords [en]
Storyline approach, Teaching methods, Relational pedagogy, Education for Sustainable Development (ESD), Pupils’ sense of agency
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-42905OAI: oai:DiVA.org:du-42905DiVA, id: diva2:1705828
Available from: 2022-10-24 Created: 2022-10-24 Last updated: 2022-10-24Bibliographically approved

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Häggström, Margaretha

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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
  • asciidoc
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