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  • 1.
    Häggström, Margaretha
    Göteborgs universitet.
    An Aesthetic and Ethical Perspective on Art-Based Environmental Education and Sustainability from a Phenomenological Viewpoint2017In: Ethical Literacies and Education for Sustainable Development Young People, Subjectivity and Democratic Participation, Palgrave Macmillan , 2017Chapter in book (Other academic)
    Abstract [en]

    In this chapter I seek to understand the links between ethical and aesthetic teaching and learning tools in education concerning sustainability from a phenomenological perspective. Focusing on the phenomenological concepts Being-in-the-world, self-experience, horizon and object I discuss how to engage teachers and pupils in environmental issues from a holistic point of view. Aesthetic educational methods based on ethical aspects and environmental awareness may provide such holistic learning opportunity. Participation and involvement in such teaching and learning contexts might create a shift in perspective to bring plants to the forefront and thus challenge plant blindness.

  • 2.
    Häggström, Margaretha
    Göteborgs universitet.
    Avantgarde utan auktoritet – miljöaktivism i en lågstadieklass2020In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 14, no 1, p. 18-18Article in journal (Refereed)
    Abstract [sv]

    Denna artikel undersöker elevers handlingar efter möten med så kallade desorienterande dilemman i undervisning som förlagts till skogsmiljö. Artikeln bygger på en studie genomförd i den svenska grundskolans årskurs 2, där en lärarstudent, tillsammans med sin handledare, planerat och genomfört en Storyline, med syfte att låta eleverna skapa relationer till träd och därigenom att motverka växtblindhet. Det empiriska underlaget består av fältanteckningar från deltagande observation och transkriptioner från videoinspelningar och från en intervju med lärarstudenten. Materialet analyseras genom kvalitativ innehållsanalys mot bakgrund av affektivt och transformativt lärande. Resultatet visar att när eleverna i studien gavs frihet att utforska skogsmiljön på egen hand, öppnades möjligheter till estetiska erfarenheter och till möten med desorienterande dilemman. Affektivt och transformativt lärande kan vara en pedagogisk utgångspunkt som kan leda till elevens förändrade självbild och förändrat sätt att betrakta världen.

  • 3.
    Häggström, Margaretha
    Göteborgs universitet.
    Being in the forest—A matter of cultural connections with a natural environment2019In: Plants, People, Planet, E-ISSN 2572-2611, Vol. 1, no 3, p. 221-232Article in journal (Refereed)
    Abstract [en]

    It is known that forests have a positive impact on human health and well-being. The aim of this study was to examine human relationships with forest environments on a different level. Specifically, how people in western Sweden relate to a particular place in a forest.

    Data were collected using a questionnaire placed on a tree located in a specific forest setting over the course of a year. The results were examined from a phenomenological (the philosophical study of the structures of experience and consciousness) life-world perspective that highlights the intersubjectivity and historicity of people's connections to a forest environment.

    The results reveal that the experience of ‘being’ or ‘doing’ in a forest produces a larger, more nuanced, response than the simple experience itself. This complex response includes an individual's previous experiences, childhood memories, history and connections to cultural representations.

    Examining and understanding more deeply the relationships that humans have with forests is important for those that aim to engage people with forests and the botanical world.

  • 4.
    Häggström, Margaretha
    Göteborgs universitet.
    Deep Valleys, Dense Swamps, Narratives from a Life-World of a PhD-Student2021In: Storied Doctorates. Transdisciplinary Perspectives in Educational Research / [ed] Lee E., Xypaki M., Sinakou E., Mejía-Cáceres M.A., Schwambach A., Basingstoke: Springer Nature, 2021Chapter in book (Refereed)
    Abstract [en]

    As a Swede, Margaretha is always close to a forest, even in the cities. In fact, approximately 70% of the land area is predominated by it. When Margaretha had the opportunity to site her research in the forest it felt like a match made in heaven. She decided to investigate people’s relationships with forests, trees and other plants in the light of the notion of plant blindness. Specifically, Margaretha employed an aesthetic view on sensoric experiences of being in the forest. Accordingly, her research is interdisciplinary, combining art and pedagogy with environmental and sustainability issues. In this chapter, Margaretha presents vignettes of her experiences of the two first years as a PhD student in a narrative way. With the intention of bringing meaning to her experiences, the vignettes are reflected through the lenses of phenomenology. Margaretha begins by explaining how she came across the PhD position. Then she examines an identity crisis and the experience of a challenging academic environment. Next, she looks at one turning point experienced at a European Educational Research Association seasonal school in Cambridge through lively meetings with fellow doctoral students. Thereafter, she describes a stressful situation and a second turning point that happened while she was investigating phenomenology, followed by a final paragraph on how to proceed.

  • 5.
    Häggström, Margaretha
    Göteborgs universitet.
    Delaktighet och kommunikation genom visuell representation2013In: Mångfald och differentiering. Inkludering i praktisk tillämpning, Lund: Studentlitteratur AB, 2013, Vol. , s. 237-252, p. 237-252Chapter in book (Other academic)
    Abstract [sv]

    För att finna elevers drivkrafter krävs en uppriktig nyfikenhet på elevernas vardagsliv, intresse för barns och ungas kulturer, respekt för deras världar och förståelse för den enskilde elevens behov. Som lärare gäller det att vara lyhörd för sina elevers önskningar och att vara öppen för olika typer av kommunikationsformer, för att aktivt kunna arbeta med kommunikation och delaktighet. En utgångspunkt kan vara att arbeta med foto, iscensättning och sociala medier.

  • 6.
    Häggström, Margaretha
    Göteborgs universitet.
    Embodied Connective Aesthetics: A Collaborative Art Project Guided by Mirroring2021In: Crossing boundaries and disciplines: The book of selected readings IVLA 2019, 2021, Vol. , s. 82-96, p. 82-96Chapter in book (Refereed)
    Abstract [en]

    Identity formation is a lifelong process, which defines individuals to others and themselves. When humans develop their social self, they depend on other people’s views and values, as well as on imitating. Imitating is an indication of social behavior, which includes mirroring. In this qualitative study, the author examined a collaborative art project conducted through art-based and autoethnographic research by three scholars/art teachers, the author included. The study started from a life-world phenomenological perspective and the concepts of lived experience, wonderment and intersubjectivity. In addition, a four resources model of visual literacy was used to analyze the result. The study was implemented in the context of teacher education, and art was regarded as the principal content as well as a didactic tool, accentuating the communicative feature of visual literacy. The result shows the complexity of conducting a collaborative art project, and that the visual expressions was not restricted to artwork but incorporated body language. Mirroring included not only visible signs but also audio signs and signals, and occurred even though the scholars/art teachers were quite immersed in and preoccupied with the art-making. One does not need to visually observe another person when mirroring, but can experience another person’s performance by merely being in the moment.

  • 7.
    Häggström, Margaretha
    Göteborgs universitet.
    En fikapaus i skogen: Social samvaro och samtal om existentiella villkor i all enkelhet2021In: Matarv. Berättelser om mat som kulturarv, Carlssons , 2021Chapter in book (Other academic)
    Abstract [sv]

    Som en del i mitt avhandlingsarbete genomförde jag våren 2016 promenadintervjuer i skogen. Syftet var att ta reda på deltagarnas förhållande till skogen som miljö och till växter, i synnerhet träd. För att vara extra säker på att få tag i frivilliga deltagare utlovades redan i inbjudan kaffe med bullar, det vill säga en riktig fika. Tid och plats för möte bestämdes, och därefter packades ryggsäcken: en termos med kaffe för två och lagom med fikabröd, oftast kanelbullar och muffins. Promenadintervjuerna varade mellan en till fem timmar. Vi pratade om allt möjligt och de olika samtalen tog olika vägar. Det var många skratt och ibland någon tår. Gemensamt för alla promenaderna var att vi stannade för en fikapaus. Det var en paus för benen, men inte för våra samtal, funderingar och berättelser. Som forskare kände jag att jag kom närmre mina informanter genom fikapausen; när vi fikar suddas gränser mellan människor bort och det blir lättare att prata avslappnat. Samtalen ändrade karaktär och fördjupades, och handlade ganska snart om existentiella villkor; vad det är att vara människa i världen och vår tids specifika situation med klimathot hängandes över oss. I kapitlet beskriver jag fikapausen i skogen som en multisensorisk upplevelse och hur skogens härlighetsvärden förstärker upplevelsen.

  • 8.
    Häggström, Margaretha
    Göteborgs universitet.
    Estetiska erfarenheter i naturmöten. En fenomenologisk studie av upplevelser av skog, växtlighet och undervisning2020Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In a period of accelerated environmental change, a focus on how humans build embodied relationships with the more-than-human world is a critical arena for pedagogical work. The aim of this thesis is to elucidate people’s lived experiences of being in the forest. The research is directed at aesthetic experiences, as sensuous experiences, of encounters with trees. The work is based on phenomenology and analyzed through hermeneutic phenomenology. This doctoral thesis is part of the research project Beyond Plant Blindness: Seeing the importance of plants for a sustainable world (The Swedish Research Council, dnr 2013-2014) and entails a two-part study; one part conducted with adults who have a habit of being-in-the forest and the other based in two primary school classes, using an outdoor pedagogy approach. The studies are presented through five articles. Article one frames an aesthetic and ethical perspective on art-based environmental education and sustainability and aims to link ethics, aesthetical environmental education and didactics with a phenomenological approach. In this way it serves as the theoretical background for the empirical work to come. Data for article two were collected using a questionnaire placed on a tree located in a specific forest setting over the course of a year. The results highlight the intersubjectivity and historicity of people's connections to a forest environment, and reveal that the experience of ‘being’ or ‘doing’ in a forest produces a larger, more nuanced, response than simply the experience in itself. Data for article three were collected using “walk and talk” interviews. Analysis reveals that (a) childhood experiences seem to play a crucial role in adult experiences of forests; (b) place-identity and sense of belonging are significant elements in how the participants define themselves; (c) being-in-the-forest is connected to an active, exploring and moving body, and that the connection with the more-than-human world of the case study forest is deeply anchored, as part of the human body. This relationship appears to be shaped through a process of constructing and reconstructing memories, practice and selfhood, and can, it seems, last a lifetime. Article three and five builds on action research with two teachers, who planned and designed a Storyline with the aim of giving their students opportunities to discover the intrinsic value of plants, by meeting with trees and slowly becoming trees. In a post-humanist sense, this approach rejects the notion of human as an ontological given, disembodied and separate from the kingdom of plants. Students de-homogenized plants by transforming themselves into trees, thus an inverted anthropomorphization was implemented. This second part of the thesis contributes new perspectives on the emerging relationship between young students and trees initiated through authentic meetings in which such relationships developed. Thus, the result can be used in didactical discussions on concrete, pedagogical and philosophical levels. In the long term, such relationships could have a positive impact on human connections to plants, the basis of much of life on Earth.

  • 9.
    Häggström, Margaretha
    Göteborgs universitet.
    Estetiska lärprocesser-ett begrepp som stärker eller marginaliserar?2014In: Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola Lund, Lund: Studentlitteratur AB, 2014, Vol. , s. 127-140, p. 127-140Chapter in book (Other academic)
  • 10.
    Häggström, Margaretha
    Göteborgs universitet.
    Experiential Learning through Art-based Environmental Education in a Storyline - a Foundation for Sustainable Thinking and Acting2020In: IMAG InSEA, ISSN 2414-3332, Vol. 9, p. 2-18Article in journal (Refereed)
    Abstract [en]

    In the light of human impact on the planet´s ecosystems and concerns for children’s decreasing direct experience of nature, this essay argues that experiential learning through aesthetic tools may play a potential role for sustainable development. This essay takes its part of departure in a pilot study with pupils in grade 6 (age 12-13). The pedagogy is underpinned by the ideas of art-based environmental education. An interpretative phenomenological analysis is used together with theories of experiential and affective learning. Findings show that student-centered approaches that include experiential learning through aesthetic pedagogical work have the potential to enhance pupils’ interests in the nearby natural environment.

  • 11.
    Häggström, Margaretha
    Göteborgs universitet.
    Have you ever listened to the plants’ wisdom?: A contribution to an inter-disciplinary dialogue on thoughts, imaginations and embodied relationships with plants2020In: Unpsychology Magazine: Other-than-human anthologyArticle in journal (Other academic)
    Abstract [en]

    the-more-than human world, and in specific the relationship with plants, preferably trees. The purpose is thus not to urge the reader to change his or her life, rather it is a wish for the reader to discover who he or she is, and to realise who we as humans are in this world. The selected scholars represent ethical sensitivity and critical awareness, and think beyond human interference with the more-than-human world, and are courageous enough to use their imagination and intuition in academia. This text, which is more or less a short review of previous academic texts, and which I call dialogue, is accompanied by seven images. The text ends with a concluding reflection.

  • 12.
    Häggström, Margaretha
    Göteborgs universitet.
    Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation2022In: International Journal of Arts Humanities and Social Sciences Studies, ISSN 2582-1601, no 4, p. 45-58Article in journal (Refereed)
    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.

  • 13.
    Häggström, Margaretha
    Göteborgs universitet.
    Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation2022In: International Journal of Arts Humanities and Social Sciences Studies, ISSN 2582-1601, Vol. 7, no 4, p. 45-58Article in journal (Refereed)
    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.

  • 14.
    Häggström, Margaretha
    Göteborgs universitet.
    Lived experiences of being-in-the-forest as experiential sharing with the more-than-human world2019In: Journal of Environmental Education Research, ISSN 1350-4622Article in journal (Refereed)
    Abstract [en]

    This article considers human embodied relationships with the morethan-human world, in the Swedish forest context, and through a phenomenological approach. The research focuses on lived experiences of being-in-the-forest, starting in the author’s experiences, using walk-andtalk conversations as inquiry process with study participants. Analysis reveals that (a) childhood experiences seem to play a crucial role in adult experiences of forests; (b) place-identity and sense of belonging are significant elements in how the participants define themselves; (c) being-in-the-forest is connected to an active, exploring and moving body and that the connection with the more-than-human world of the case study forest is deeply anchored as part of the human body. This relationship appears to be shaped through a process of constructing and reconstructing memories, practice and selfhood, and can, it seems, last a lifetime. In the long term, such relationships could have a positive impact on human connections to the more-than-human world.

  • 15.
    Häggström, Margaretha
    Göteborgs universitet.
    Reflections on Intertwinements with a Place in a Forest2020In: Beyond Plant Blindness: Seeing the Importance of Plants for a Sustainable World / [ed] Bryndís Snæbjörnsdóttir, Mark Wilson, Dawn Sanders, Greenbox , 2020Chapter in book (Other academic)
    Abstract [en]

    A place in the forest has played a significant role in my research on aesthetical experiences in direct nature meetings, towards an understanding of the human-environmental relationship. This place is permeated by cykles of life and death, and it seems as the place is abandoned; I call this place the forlorn square. This text is a accompanied by photographs of this specific place.

  • 16.
    Häggström, Margaretha
    Göteborgs universitet.
    Students being transformed into trees: inverted anthropomorphization in order to enhance connectedness to natural environments and plants2019In: Art, Theory and Practice in the Anthropocene / [ed] Julie Reiss, Vernon Press , 2019Chapter in book (Other academic)
    Abstract [en]

    The modern (western) way of living and continuously endeavoring to improve living standards has led to the geological epoch the Anthropocene, framed by Crutzen and Stoermer at the beginning of this millennium. Evidently, we cannot continue to carry on along these lines. Transformative learning enables changes in attitude and challenges fixed patterns of thinking. Such changes are dependent on critical thinking and self-reflecting on one’s experiences, understandings and beliefs. Ecological aesthetic education may play a key role in activating change. Ecological art is based on ecological ethics and systems theory, emphasizing the intertwined relationships between biological, physical, political, historical and cultural aspects of ecosystems. Ecological artists encourage a respectful and caring approach regarding the earth while stimulating dialogue and social-cultural transformations. Art can be considered as transformative learning that may change one’s identity building and bring new perspectives on how to live and how to act, thus art may offer other learning pathways based on sensitive and passionate explorative involvement. Meeting with natural environments and the more-than-human world could offer one way to manage the environmental concerns we face today. I will argue that childhood and adolescence in the Anthropocene is rooted in the significance of kinship with other organisms. In the quest for an inclusive and more optimistic environmental research I would like to highlight the role of education and in particular the process of transformative learning. Combining art with environmental issues and science could be a fruitful learning pathway for compulsory schools as well as in higher education. In this chapter, children’s connection with the non-human world, in particular the connection with plants is focused. In order to prevent plant blindness, i.e. the inability to see, identify, comprehend and appreciate plants and their functions in the biosphere , two teachers decided to change and develop their teaching through an ecological literacy approach. They planned and designed a Storyline with the aim of giving their students opportunities to discover plants’ intrinsic value by meeting with trees and slowly becoming trees. The aim here is to highlight the students’ experiences of a six-week-long Storyline with the intention of creating relations with trees through the experiences of woodlands.

  • 17.
    Häggström, Margaretha
    Göteborgs universitet.
    Teacher education: student teachers’ ethics-related experiences from their placements in Uganda2022In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed)
    Abstract [en]

    Practical experience and first-hand insight into the school systems of other countries enables student teachers to cultivate global understanding. Teacher education programme in Sweden has four placements. Student teachers are encouraged to complete one of these abroad. The aim with this study is to examine student teachers’ experiences of teaching primary school pupils in Uganda. The study underpins by the concepts of ethical literacy, the other and action readiness. Student teachers’ reflections on their experiences deal with the emotions that are aroused in their process work of becoming a teacher. The results show that the experiences from teaching in a postcolonial school system were overwhelming for the student teachers involved. The study raises concerns about the incentives to develop future teacher qualities versus arranging internships abroad to develop students’ personal growth.

  • 18.
    Häggström, Margaretha
    Göteborgs universitet.
    The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book2020In: International Journal of Language Studies, ISSN 2157-4898, Vol. 14, no 1, p. 117-140Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore how different semiotic resources are used and shaped by and within social interaction during read-aloud situations between one parent and two children. The study is based on multimodal interaction analysis and the data is based on six read-aloud occasions with one parent and two children during a period of two weeks. The point of departure is the interaction between the children, the parent and the book, focusing on the semiotic resources the participants use in relation to the reader’s performance and the children’s identity production. The results highlight the impact of the reader and the importance of the reader’s approach and skills. The results also show that when children are asked to take part in conversations and participate on their own terms, the read-aloud occasion can offer a significant arena for children’s identity production.

  • 19.
    Häggström, Margaretha
    Göteborgs universitet.
    This is me! Visual Art as a Means to Identify Self and the “Bigger Picture”2022In: Learning Through Art #3 International Pictures Of Practice, Insea Publications , 2022Chapter in book (Other academic)
    Abstract [en]

    This essay shows art-works of young students diagnosed with Asperger’s syndrome. Through a six-week long theme, the students worked with self-portraits, through three phases. First, they made a sketch without any special instructions. Second, they used a grid-method. Third, they created personal, innovative, and original images. The grid method was a way to meet the AS students’ needs for clear instructions. The third phase was quite challenging for the student. However, when they overcame the obstacles, they made creative and personal portraits. It was crucial for the students to start in the known before entering the unknown.

  • 20.
    Häggström, Margaretha
    Göteborgs universitet.
    Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context2022In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 53, no 3, p. 154-169Article in journal (Refereed)
    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.

  • 21.
    Häggström, Margaretha
    Göteborgs universitet.
    Visual Genealogy of Portraits, Self-Portraits, and Selfies: Same Phenomenon, Different Phase of History2020In: Dreams and Inspirations. The book of Selected Readings 2018, International Visual Literacy Association. , 2020Chapter in book (Other academic)
    Abstract [en]

    This book chapter explores how the use of portraits has developed over the years. The purpose is to examine the genealogy of three types of portraits --- portraits, self-portraits, and selfies --- and to reveal similarities and diversity between these. A sample of portraits and self-portraits by painters, and selfies by amateur photographers, are analyzed through the four resources model by Freebody and Luke (1999). In this study, this model contains four theoretical concepts: visual code-breaking, visual meaning-making, visual use and visual analysis. The result shows that both professional artists, such as painters and photographers, and amateur photographers, are visual literate, but on different levels. Visual literacy ability is needed in all these types of portraits, and is always culturally grounded. The images included in this study, show the creators’ awareness of how to express specific personalities. Although, there are differences between the older paintings and today’s selfies, the similarities are more connected than might be thought.

  • 22.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Acevski, Charlotta
    Averby, Hanna
    Carlsson, Sara
    Eliasson, Nea
    Glänneskog, Karin
    Hansson, Jessica
    Johansson, Anna
    Jönsson, Oliver
    Hallberg, Jonny
    Att undervisa i hållbar utveckling - Relationellt perspektiv2022Book (Other academic)
    Abstract [sv]

    Hur kan lärare arbeta med hållbar utveckling i en tid då globala kriser och klimatförändringar väcker både rädsla och oro? Och hur kan elever samtidigt känna hopp inför sin framtid och sitt vuxna liv? Dessa frågor är utgångspunkt för det utvecklings- och forskningsprojekt som utgör basen i denna bok. Du får följa med i berättelser som lärare och elever skapat tillsammans för att utveckla kunskap om social, ekologisk och ekonomisk hållbarhet. Boken redogör för de pedagogiska utgångspunkterna, men ger också rikligt med praktiska exempel på metoder och former för undervisning i och genom demokratiska och relationella förhållningssätt. Du får konkreta tips på hur du kan integrera hållbar utveckling i undervisningen. Såväl kritiska aspekter som lärdomar och möjligheter lyfts fram. I centrum står eleven och läraren utifrån det relationspedagogiska perspektivet. Att undervisa i hållbar utveckling: Relationellt perspektiv vänder sig till lärarstudenter och verksamma lärare i årskurs F-6. Bokens syfte är att inspirera, stödja och utgöra diskussionsunderlag i skolans arbete med miljöperspektivet och hållbar utveckling.

  • 23.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Charlotte, Georén Sprung
    Theres, Kareld
    Änglaspråk och magplask. Multimodalt perspektiv på svenska.2016Book (Other academic)
    Abstract [en]

    Att utbilda sig till lärare är en lång process med många steg från novis till professionell. Vägen kan se olika ut men innebär i regel både dalar och toppar, inte minst under den verksamhetsförlagda utbildningen. I boken får läsaren möta en lärarstudents process, en verksam lärares fortsatta utveckling samt en lärarutbildares syn på vad lärarstudenter behöver få med sig från sin utbildning.

  • 24.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Dahlbäck, Katharina
    Transformative Learning and Identity Building through Aesthetic Experiences in a Storyline2020In: Teaching through, Waxmann , 2020Chapter in book (Other academic)
    Abstract [en]

    This study takes multimodality, aesthetic experiences and transformative learning as a point of departure and expands analysis to include three dimensions of learning: content, incentive and environment. The aim is to develop knowledge and understanding of aesthetic experience, knowledge and activities in the pedagogical approach of Storyline in teacher education. The study builds on a one-week-long Storyline and examines what the Storyline work means to the student teachers, and what the significance of the aesthetic experiences in this particular Storyline is, according to the student teachers. The data material consists of group interviews and discussions which are analysed through qualitative content analysis. Students’ critical reflections were shown to be a prerequisite for their learning processes. The students expressed that the Storyline work was both nerve-racking and challenging, but once they had negotiated this obstacle, they felt stronger, more self-confident, and ready to use aesthetics as teachers in the future.

  • 25.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Djurstedt, Linus
    Take Action! Encountering Disorienting Dilemmas in Order to Include the More-Than-Human World – an Act of Sustainable Thinking2020In: Teaching through Stories. Renewing the Scottisch Storyline Approach in Teacher education, Waxmann , 2020Chapter in book (Other academic)
    Abstract [en]

    This chapter is based on a one year-long participatory action research study, including 22 students in a compulsory Grade two class (year 8–9). The general aim with this study is to shed light on the pupils’ actions regarding disorienting dilemmas they encountered in the nearby forest, through a six-week long Storyline. An underlying purpose is to study the role of the teacher, and the interaction between the teacher and the pupils. The teacher’s aim with the Storyline was to create a Storyline in which the students were enabled to enhance ecological literacy. The result shows that the students developed action competence for sustainability. One essential prerequisite for this to happen was the teacher’s flexibility and open-minded approach that allowed for unplanned events to occur.

  • 26.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Happstadius, Eva-Lena
    Udén, Anna
    Storyline: A Way to Understand Multimodality in a Learning Context and Teacher Education, in Theory and Practice2020In: Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education, Waxmann , 2020Chapter in book (Other academic)
    Abstract [en]

    This chapter aims to shed light on how Storyline in teacher education can bridge the gap between pedagogical theories and pedagogical practice. We do this by using both research-based knowledge, and proven experience. Theoretically, this study is based on a model by Lindström (2012) which includes four dimensions of (aesthetic) learning: learning about, in, with and through. Empirically, the study is grounded in our own practice, and in particular a Storyline, which has involved approximately 500 student teachers. It has been developed and carried out over a period of five years. The implementation of a Storyline was a way to both bring methodology into teacher education and to contextualise the notion of multimodality. In this chapter we discuss three assignments incorporated in the Storyline, which have been identified as essential to the student teachers’ comprehensions regarding both a Storyline’s content and learning potential, and a multimodal teaching and learning approach. Our conclusion, in the view of Lindström’s model, is that the learning process, actuated in the Storyline, interlinks theory and practice into a strong entity.

  • 27.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Høeg Karlsen, Kristine
    Introduction: Teaching through Stories: The Storyline Approach in Teacher Education2020In: Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education, Waxman , 2020Chapter in book (Other academic)
    Abstract [en]

    Globally, crucial efforts are being made to develop, change and transform education to meet the demands of the internationalised cultures and policies of the twenty-first century. As educators prepare their school children to respond to the challenges and possibilities of globalisation, mobility, environmental and social issues, and an insecure future, they also have to simultaneously interact with these entangled processes themselves. Educational policies and structures are influenced by globalised values, principles and ideals and have led to changed curricula in many countries. New curricula require new pedagogy which in turn creates new demands on teachers and learners. Educational systems, teachers and learners, need to be accustomed to the key concept of life-long learning. New skills have been for quite a while – and still are – required for new ways of managing pupils, teaching and learning situations, material and resources and school systems. Teacher education plays an essential role in transforming pedagogical approaches and methods and equipping prospective teachers with 21st century skills, but have been criticised for a lack of connection between theory and practice, evident in different parts of the world (Hennissen, Beckers, & Moerkerke, 2017; Marcondes, Leite, & Ramos, 2017; Peercy & Troyan, 2017), including the countries in Scandinavia (Hennissen et al., 2017; Häggström & Udén, 2018; Korthagen, 2010; Rönnerman & Salo, 2012). Through a theoretic discussion, this chapter aims to contribute comprehensive knowledge related to core aspects of TSA with teacher education as the context. TSA relies on the premise that stories support meaning-making processes, something that according to Mitchell and McNaughton (2016) “has been recognised by Storyline practitioners since the 1960s” (p. ix).

  • 28.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Høeg Karlsen, Kristine
    Teaching through Stories Renewing the Scottish Storyline Approach in Teacher Education2020Collection (editor) (Other academic)
    Abstract [en]

    This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arrange for teacher educators to integrate alternative structures, that enables interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.

  • 29.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Enhancing children’s literacy and ecological literacy through critical place-based pedagogy2020In: Environmental Education Research, ISSN 1350-4622, Vol. 26, no 12, p. 1729-1745Article in journal (Refereed)
    Abstract [en]

    This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sweden. The study is built on action-based research and the data material was analysed through directed qualitative content analysis. We argue that place is an aspect of pedagogical settings that needs more consideration in teaching practices, and that various features of education, such as language, meaning-making, literacy development of various kinds, and identity building, are intertwined with place. The results of this study show that interactions between students and direct encountering with two outdoor places are connected with student agency, emancipation and empowerment. The learning opportunities enabled in these two pedagogical settings were, at least in part, due to the teachers’ nonprescriptive directions and an “outside-the-box” way of thinking. Such approaches supported and empowered students and allowed them develop critical thinking on their own terms.

  • 30.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Futures literacy – to belong, participate and act! An Educational perspective2021In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 132, p. 1-11, article id 102813Article in journal (Refereed)
    Abstract [en]

    This article examines ‘futures literacy’ as a pedagogical framework and thus contributes to the conversation about the epistemology of futures literacy, the possibility of envisioning approaches for the future, and a unified approach to literacy, based on the assumption that education is transformative and entails critical-thinking. Specifically, we explore and discuss what futures literacy means in a pedagogical context in general and in early school years education in particular. We reflect on what futures literacy may include based on the Four Resources model of literacy, and we elaborate on the epistemology of futures literacy. In our conclusions, we advo-cate a pedagogical approach that is active- and sensory-based. We claim that multimodal literacy approaches hold potential for democratic opportunities and alternative discourses which inte-grate students’ corporeal actions, sensation, and play whilst recognising diverse expressions.

  • 31.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Introduction: A Holistic Perspective on Futures Literacy and Education for Sustainable Development2022In: Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World / [ed] Margaretha Häggström, Catarina Schmidt, Cham: Springer Nature, 2022, Vol. , s. ix-xixChapter in book (Refereed)
    Abstract [en]

    We are facing a challenging and demanding time, which has been declared a climate emergency (CEDAMIA, 2020). A climate emergency (and thus the present state of affairs) is described as ‘a situation in which urgent action is required to reduce or halt climate change and avoid potentially irreversible environmental damage resulting from it’ (Oxford Dictionaries, 2019). The impact of climate change and pollution of water, air and land is affecting human and non-human lives all over the world. Environmental activists and climate scientists have continued, persistently and diligently, the work of bringing evidence-based arguments to the public. Their efforts, unfortunately, do not seem to be convincing enough; they are not relevant or do not get through to people. The sustainability rhetoric may have had its day, and new ways of communicating climate issues are called for. Raising awareness and discussing environmental issues do not directly result in behavioural change or policy action, as Moser and Dilling (2011) point out. Nor does providing more and improved facts, nor inculcating fear. Communication for social change must, they claim, entail efforts to increase the motivation to make a change, and efforts to lower the barriers to realizing it. In line with Moser and Dillon, we argue that people, in a democratic spirit, ought to be actively committed to environmental and/or social issues, making their voices and values heard, and not least to be able to contribute to the making of collective responses. In other words, environmental education needs to reach the hearts of students within various levels of education. Accordingly, the challenge is to acknowledge our emotions, which are responses to an uncertain situation: fear, anger, anxiety, desperation but also hope, optimism, faith, confdence and expectation. Acknowledging these feelings may be a powerful beginning of an essential conversation, which can open up possibilities for new understandings, new actions and new connections between people, and between people and more-than-humans. Actions – or inactions – we take today will make a difference in the future.

  • 32.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Relational and Critical Perspectives on Education for Sustainable Development. Belonging and Sensing in a Vanishing World2022Collection (editor) (Other academic)
    Abstract [en]

    This volume focuses on the fourth Sustainable Development Goal (SDG), education, to look at sustainability from various angles with the purpose of challenging preconceptions about what sustainable education might entail and how it should be conducted. To this end, the book assembles scholars from various research fields and disciplines, who are willing to be at the cutting edge regarding sustainability and education on all levels with students in the ages of 6-15. Through this approach, the text points towards a “wild pedagogy” in line with post-sustainable thinking. This involves agency and the role of nature itself as a co-educator, and promotes cultural changes, and explorative processes of finding “the wild” – the unknown, and complexity in nature – and thus of challenging the human need for control. This approach is also, in line with the 2030 Agenda, an attempt to move from advocating predetermined behavioural change to embracing a pluralistic perspective on sustainability, based on holistic views on education. Such views include curiosity, wonderment, compassion and agency as guiding lights. The book is structured into three sections, based on three interrelated strands. These strands are, in various ways, dependent on one another and further engaged with bringing education theory and practice together. These strands are 1) Belonging and sensing, 2) Critical thinking, social justice and action competence, and 3) Creating hope in a vanishing world. These strands aim to increase our access to and understanding of the ways in which sustainability can be integrated into education and why. The purpose of the text is to encourage educators of all kinds and levels, as well as scholars in different fields, to explore new perspectives on education for sustainable development. The book examines probes in diverse academic fields and focuses on how to combine different approaches and content, and therefore everyone interested in interdisciplinary and cross-curricular teaching and learning should find this work enlightening.

  • 33.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Schmidt, Catarina
    Udén, Anna
    Happstadius, Eva-Lena
    Teori och praktik för pedagogisk profession2019In: Vetenskaplighet i högre utbildning / [ed] Franck, O., Studentlitteratur , 2019Chapter in book (Other academic)
    Abstract [sv]

    Såväl svensk lärarutbildning som svensk skola ska vila på vetenskaplig grund och beprövad erfarenhet (SFS 2010:800; Prop 1999/2000:135). Det senare väcker frågor om hur den vetenskapliga förankringen ska gestaltas i lärarutbildningen, vad den ska bygga på och varför, samt var och hur den beprövade erfarenheten kan få utrymme i campusförlagda kurser (HFU) och verksamhetsförlagda kurser (VFU). Utgångspunkt för det utvecklingsprojekt som beskrivs i detta kapitel är de uttalade svårigheter som lärarutbildningen haft när det gäller att tydliggöra relationen mellan de högskoleförlagda respektive verksamhetsförlagda utbildningsdelarna. Dessa svårigheter har uppmärksammats i såväl nationella som internationella studier På grund av ett dualistiskt synsätt på teori och praktik har glappet mellan högskoleförlagda kurser och verksamhetsförlagd praktik snarare förstärkts än överbryggats, vilket har lett till ökad frustration bland lärarstudenter. Föreliggande projekt har haft ett trefaldigt syfte: 1) att förbättra den konstruktiva länkningen inom och mellan lärarutbildningens första kurs för F-3, med inriktning mot svenska och den efterföljande VFU-kursen, 2) att utveckla undervisningsstrategier som möjliggör fördjupad förståelse beträffande vetenskaplig grund och beprövad erfarenhet och relationen dem emellan, samt 3) att utveckla kunskap om lärarstudenters uppfattning och lärande av två grundläggande begrepp inom nämnda kurser, literacy och multimodalitet. Det finns, menar vi, en uppenbar risk att den vetenskapliga förankringen tenderar att bli alltför ensidig, och inte kopplas samman med beprövad erfarenhet eller att den framställs som alltför lösryckt. En slutsats som vi drar av vårt utvecklingsprojekt är att när vi tydligare kopplar HFU-kurserna med VFU-praktiken och låter studenter arbeta med teoretiska begrepp vid upprepade tillfällen och på olika sätt, ökas möjligheterna för studenten att sammankoppla kursernas innehåll. För att få en djupad förståelse av begrepp och annat teoretiskt innehåll, menar vi därför att det är centralt att lärarutbildningen avsätter resurser i form av tid och återkommande inslag där studenterna får möta dessa teoretiska begrepp – och andra - genom ett undersökande arbetssätt. Därigenom kan vi också bidra till att överbrygga glappet mellan teori och praktik.

  • 34.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Synnestvedt, Anita
    Forest-Walks – An Intangible Heritage in Movement A Walk-and-Talk-Study of a social practice tradition2019In: Landscapes: the Journal of the International Centre for Landscape and Language, ISSN 1448-0778, Vol. 9, no 1, p. 27-27Article in journal (Refereed)
    Abstract [en]

    This article seeks to understand and extend current understandings of intangible heritage and particularly forest-walks as such. The study is related to Swedish conditions and has been conducted in Sweden. The research is grounded in social practice theory – and the perspective of practice architectures in particular – and it draws on the work of Stephen Kemmis (2009; 2014). The data are based on 12 walk-and-talk interviews conducted in the forest with individuals who willingly walk in the forest on their leisure time. The analysis takes its point of departure from representations by the participants regarding what they emphasise in relation to the practice of forest-walking. We find that the participants in this study have curated their heritage in landscapes, in this case a forest. Further, the study shows that intersections between cultural identity and landscape play a significant role in people’s lives.

  • 35.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Udén, Anna
    Praxisteori i kölvattnet av breddad rekrytering – scaffoldingmodell som stöd för att förstå sambandet mellan teoretiska perspektiv och praktisk verksamhet2018In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 12, no 1, p. 19-19Article in journal (Refereed)
    Abstract [sv]

    Som en följd av breddad rekrytering till högre utbildning har antalet studenter i Sverige fördubblats under de senaste tjugo åren. Studenterna utgör i flera avseenden en mer heterogen grupp än tidigare. Det ställer nya krav på våra utbildningar och på oss som undervisar. I denna artikel presenteras en modell för hur teoretiska perspektiv från högskoleförlagd lärarutbildning kan förstås och länkas samman med det praktiska arbetet i skolverksamhet. Modellen diskuteras med utgångspunkt i scaffolding theory. I texten framhålls inkludering och hur vi praktiskt kan arbeta för att inkludera alla studenter. Utgångspunkten är de svårigheter att länka samman teori och praktik många lärarstudenter ger uttryck för, och hur vi kan stödja studenter i sin lärprocess. Modellens potential som medierande verktyg diskuteras. När studenter aktivt använder modellen får de möjlighet att kritisera modellen som sådan men också de teorier och undervisningsmetoder de möter i den högskoleförlagda såväl som verksamhetsförlagda utbildningen. Därigenom kan studenter få en djupare förståelse för undervisningens komplexitet, vilket kan bidra till studentens utveckling av en egen professionell praxisteori baserad på vetenskaplig grund och beprövad erfarenhet.

  • 36.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Wallin, Malena
    Gavelin, Charlotta
    Who Are You And Who Am I?: An Autoethnographic Study on How Mirror Neurons Guide the Artwork in a Collaborating Art Project2021In: International Journal of Arts Humanities and Social Sciences Studies, ISSN 2582-1601, Vol. 6, no 7, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This is an analytic autoethnographic study revealing the journey of three scholars/art-teachers educators/artists, working at the University of Gothenburg, exploring the impact and implication of mirrorneurons while making common and mixed self-portraits. Our experiences of this art-making are expressed through chronologically ordered narrative vignettes. In order to connect the experiences with theoretical significance these vignettes were critically reflected upon. We found that the aesthetic responses evoked by the collaborative artwork are complex, including reactions on the artwork’s content, execution and performance. Result shows that we are able to recognize the emotional state of the depicted other, identify with the portrait and change one’s mood. We suggest that it is likely that mirror neurons activates when we meet the other in a picture.

  • 37.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Wallin, Malena
    Gavelin, Charlotta
    Who Are You And Who Am I?: An Autoethnographic Study on How Mirror Neurons Guide the Artwork in a Collaborating Art Project2021In: International Journal of Arts Humanities and Social Sciences Studies, ISSN 2582-1601, Vol. 6, no 7, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This is an analytic autoethnographic study revealing the journey of three scholars/art-teachers educators/artists, working at the University of Gothenburg, exploring the impact and implication of mirrorneurons while making common and mixed self-portraits. Our experiences of this art-making are expressed through chronologically ordered narrative vignettes. In order to connect the experiences with theoretical significance these vignettes were critically reflected upon. We found that the aesthetic responses evoked by the collaborative artwork are complex, including reactions on the artwork’s content, execution and performance. Result shows that we are able to recognize the emotional state of the depicted other, identify with the portrait and change one’s mood. We suggest that it is likely that mirror neurons activates when we meet the other in a picture.

  • 38.
    Häggström, Margaretha
    et al.
    Göteborgs universitet.
    Örtegren, Hans
    Visuell kunskap för multimodalt lärande2017Collection (editor) (Other academic)
    Abstract [sv]

    Vårt moderna samhälle är i allt högre grad multimodalt och olika uttrycksformer som bild, text, ljud och musik kombineras för kommunikation av skilda slag. Visuella representationer genomsyrar i stort sett alla delar av vår globaliserade vardag, och bildanalys är ofta avgörande för en kritisk granskning av människors uppfattningar och förförståelse av historiska och politiska skeenden. I utbildningssammanhang har visuella uttryck därför stor potential som didaktiska verktyg långt utanför ämnet bild. Författarna diskuterar en mängd olika möjligheter för en multimodal undervisning i skolans olika ämnen. Fokus är på bilddidaktiska undervisningsmetoder med särskild tonvikt på undersökande och problemlösande arbetsmetoder. Kreativitet och estetik ses som vägar att gestalta kunskaper och erfarenheter på ett sätt som fördjupar elevernas lärande och ökar deras engagemang. Visuell kunskap för multimodalt lärande vänder sig till lärarstudenter och verksamma lärare i grundskola och gymnasium.

  • 39. Schmidt, Catarina
    et al.
    Häggström, Margaretha
    Göteborgs universitet.
    Literacy and Multimodality in Swedish Teacher Education: Understanding and Bringing Together Theory and Practice2019In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 13, no 1, p. 7-23Article in journal (Refereed)
  • 40. Schmidt, Catarina
    et al.
    Häggström, Margaretha
    Göteborgs universitet.
    Sensing, Naming, and Narrating About the Lived World: Places as Textual Resources2022In: Relational and Critical Perspectives on Education for Sustainable Development Belonging and Sensing in a Vanishing World, Cham: Springer Nature, 2022, Vol. , s. 81-92, p. 81-92Chapter in book (Other academic)
    Abstract [en]

    Thinking and asking authentic questions about nearby places, including ecosystems, can metaphorically be compared to reading the world as a text, linking local issues to global ones. The focus in this chapter is holistic pedagogies, which combine socio-ecological aspects of sustainable learning with opportunities for active communication. Drawing on and using vignettes from two case studies in the primary school years, we will analyse dimensions of socio-ecological literacies in relation to students’ opportunities for representation and agency.

  • 41. Schmidt, Catarina
    et al.
    Häggström, Margaretha
    Göteborgs universitet.
    We Are Alive and Thus Need to Belong, Participate, and Act!2022In: Relational and Critical Perspectives on Education for Sustainable Development Belonging and Sensing in a Vanishing World, Cham: Springer Nature, 2022, Vol. , s. 171-182, p. 171-182Chapter in book (Other academic)
    Abstract [en]

    In this closing chapter, we provide a summary of the previous ten chapters. Each chapter has addressed different perspectives of human relationships with the natural environment and with the more-than-human world, which are shown to be relevant to Education for Sustainable Development. In this anthology, we have encountered contexts from South Africa, Canada, Sweden, and Australia and even contexts of imagined places and documented art projects. Not least, we have encountered the context of our contemporary situation itself, with reference to the ongoing climate emergency and mass extinction. The authors have brought our attention to sustainability issues, implicitly and explicitly, some in more well-known ways and others by using more surprising approaches. We have encountered approaches that include the art of being and sensing, inquiry-based teaching and learning with children and young people with regards to their place-based opportunities and challenges, and also an approach that includes the position of facing an uncertain future ecology whilst creating hope. In retrospect, this anthology instantiates a collaborative effort that spans across nations and scientific disciplines. As editors, we are most grateful for this international and interdisciplinary collaboration. This anthology deals with the problematic situation we have positioned ourselves in by over-exploiting the planet’s resources. Regarding this fateful situation, intertwined themes are made visible in the chapters, with reference to belonging and sensing, critical thinking and acting. Furthermore, the authors acknowledge the despair and anguish the current condition creates and, yet, they also offer us hope. These intertwined themes connect despair with hope, anxiety with possible ways of action, true wonderment with criticality, ecology with art, theory with practice, education with society, and, as alarming as it might sound, human existence with the collapse of humanity. Reading and engaging with the chapters included in this anthology moves us to a point where dichotomies can no longer be accepted. Instead, it is made clear that we (as educators, researchers, and citizens) have to embrace the complexity, the sharp edges, the fuzziness, and the contradictions that our shared situation is constituted of. In this way, each chapter presents a narrative that argues that we must become cognizant of the broad picture of our current place in human history. In other words, we are doomed to encounter life and life’s premises with open eyes, not as a matter of surrendering to the whims of fate, but instead with an attitude of approaching life and life’s premises with dignity. The philosopher Martin Hägglund (2019) suggests that human beings are “reconciled with being alive, but for that very reason, we are not reconciled to live unworthy lives” (p. 369). Drawing on Hägglund, we need to hold our gaze steady when we observe the reality of disrupted ecosystems, frightening climate change, and the extinction of species. “We are what we do and we can do things differently”, writes Hägglund (2019, p. 20). In this light, the task of a democratic society that takes the challenges of climate change, mass extinction, and socio-ecological action seriously remains to be completed.

  • 42. Synnestvedt, Anita
    et al.
    Häggström, Margaretha
    Göteborgs universitet.
    Projekt Stora Rös 2005 - en dialog om ett gränsöverskridande projekt2005In: Arkeologen : nyhetsbrev från Institutionen för arkeologi, Göteborgs universitet, ISSN 1400-4879, Vol. 10, no 3/4, p. 14-18Article in journal (Other academic)
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