Citations (79)
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Cecilia Caiman & Susanne Kjällander. (2023) Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction. Environmental Education Research 0:0, pages 1-18.
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Iida-Maria Koskela & Riikka Paloniemi. (2023) Learning and agency for sustainability transformations: building on Bandura’s theory of human agency. Environmental Education Research 29:1, pages 164-178.
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Alexander Sergunin & Maxim Gutenev. (2023) Teaching the Arctic’s sustainable development at Russian universities. Polar Geography 46:1, pages 18-40.
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Wenceslao García-Puchades & Daniel Martos-García. (2022) Politicizing the learning of Sustainable Development Goals through drama performances and agonistic debates: a teacher training experience from the perspective of radical democracy. Environmental Education Research 28:11, pages 1656-1671.
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Cecilia Caiman, Maria Hedefalk & Christina Ottander. (2022) Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container. Environmental Education Research 28:3, pages 457-475.
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Katarina Ottander & Shirley Simon. (2021) Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education. International Journal of Science Education 43:12, pages 1895-1925.
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Melki Slimani, Jean-Marc Lange & Michael Håkansson. (2021) The political dimension in environmental education curricula: Towards an integrative conceptual and analytical framework. Environmental Education Research 27:3, pages 354-365.
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Maria Hedefalk, Cecilia Caiman, Christina Ottander & Jonas Almqvist. (2021) Didactical dilemmas when planning teaching for sustainable development in preschool. Environmental Education Research 27:1, pages 37-49.
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Nicklas Lindgren. (2020) The political dimension of consuming animal products in education: An analysis of upper-secondary student responses when school lunch turns green and vegan. Environmental Education Research 26:5, pages 684-700.
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Lolita Gelinder, Karin Hjälmeskog & Malena Lidar. (2020) Sustainable food choices? A study of students’ actions in a home and consumer studies classroom. Environmental Education Research 26:1, pages 81-94.
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Thao Phuong Nguyen. (2019) Searching for education for sustainable development in Vietnam. Environmental Education Research 25:7, pages 991-1003.
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Peter Sutoris. (2019) Politicising ESE in postcolonial settings: the power of historical responsibility, action and ethnography. Environmental Education Research 25:4, pages 601-612.
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Michael Håkansson & Leif Östman. (2019) The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research 25:4, pages 585-600.
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Veronica McCauley, Patricia McHugh, Kevin Davison & Christine Domegan. (2019) Collective intelligence for advancing ocean literacy. Environmental Education Research 25:2, pages 280-291.
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Michael Håkansson, David O. Olof Kronlid & Leif Östman. (2019) Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches. Environmental Education Research 25:1, pages 6-32.
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Thomas Block, Gert Goeminne & Katrien Van Poeck. (2018) Balancing the urgency and wickedness of sustainability challenges: three maxims for post-normal education. Environmental Education Research 24:9, pages 1424-1439.
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Katrien Van Poeck, Ariane König & Arjen E. J. Wals. (2018) Environmental and sustainability education in the Benelux countries: research, policy and practices at the intersection of education and societal transformation. Environmental Education Research 24:9, pages 1234-1249.
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Danny Wildemeersch. (2018) Silence – a matter of public concern: reconsidering critical environmental and sustainability education. Environmental Education Research 24:9, pages 1371-1382.
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Pernilla Andersson. (2018) Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice. Environmental Education Research 24:5, pages 648-662.
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Iann Lundegård. (2018) Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education. Environmental Education Research 24:4, pages 581-592.
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Sue Gordon & Ian Thomas. (2018) ‘The learning sticks’: reflections on a case study of role-playing for sustainability. Environmental Education Research 24:2, pages 172-190.
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Irida Tsevreni. (2018) The ignorant environmental education teacher: students get empowered and teach philosophy of nature inspired by ancient Greek philosophy. Environmental Education Research 24:1, pages 67-79.
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Nicola Walshe. (2017) An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry. Environmental Education Research 23:8, pages 1130-1149.
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Jesper Sjöström, Nadja Frerichs, Vânia G. Zuin & Ingo Eilks. (2017) Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education 53:2, pages 165-192.
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Erik Andersson & Johan Öhman. (2017) Young people’s conversations about environmental and sustainability issues in social media. Environmental Education Research 23:4, pages 465-485.
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Helen Kopnina & Brett Cherniak. (2016) Neoliberalism and justice in education for sustainable development: a call for inclusive pluralism. Environmental Education Research 22:6, pages 827-841.
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Louise Sund. (2016) Facing global sustainability issues: teachers’ experiences of their own practices in environmental and sustainability education. Environmental Education Research 22:6, pages 788-805.
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Jonas Andreasen Lysgaard & Venka Simovska. (2016) The significance of ‘participation’ as an educational ideal in education for sustainable development and health education in schools. Environmental Education Research 22:5, pages 613-630.
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Alessandro Crociata & Nicola Mattoscio. (2016) Output-orientated Data Envelopment Analysis for measuring recycling efficiency: an application at Italian regional level. Environmental Education Research 22:4, pages 551-570.
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Helen Hasslöf, Iann Lundegård & Claes Malmberg. (2016) Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?. International Journal of Science Education 38:2, pages 259-275.
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Katrien Van Poeck, Joke Vandenabeele & Hans Bruyninckx. (2014) Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders. Environmental Education Research 20:5, pages 695-717.
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Louise Sund & Johan Öhman. (2014) On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus. Environmental Education Research 20:5, pages 639-659.
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Nicola Walshe. (2013) Exploring and developing student understandings of sustainable development. The Curriculum Journal 24:2, pages 224-249.
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Bryan Shao-Chang Wee. (2013) On agendas and perspectives in environmental education: revisiting Kopnina, disciplinary imperatives and the paradoxes of (multi)cultures. Environmental Education Research 19:2, pages 266-268.
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