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Environmental Education Research Volume 24, 2018 - Issue 9: Environmental and Sustainability Education in the Benelux Region
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Articles

Creating space for ‘the political’ in environmental and sustainability education practice: a Political Move Analysis of educators’ actions

Katrien Van PoeckCentre for Sustainable Development, Ghent University, Ghent, BelgiumCorrespondence[email protected]
&
Leif ÖstmanDepartment of Education, Uppsala University, Uppsala, Sweden
Pages 1406-1423 | Received 06 Feb 2016, Accepted 29 Jan 2017, Published online: 22 Mar 2017

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Ásgeir Tryggvason, Johan Öhman & Katrien Van Poeck. (2023) Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research 0:0, pages 1-26.
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Wu-Yuin Hwang, Uun Hariyanti, Nian-Shing Chen & Siska Wati Dewi Purba. (2023) Developing and validating an authentic contextual learning framework: promoting healthy learning through learning by applying. Interactive Learning Environments 31:4, pages 2206-2218.
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Leif Östman & Johan Öhman. (2023) A transactional methodology for analysing learning. Mind, Culture, and Activity 30:2, pages 116-132.
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Yun-Wen Chan. (2023) Developing youth toward pluralistic environmental citizenship: a Taiwanese place-based curriculum case study. Environmental Education Research 29:1, pages 121-147.
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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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Teresa Berglund & Niklas Gericke. (2022) Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions. Environmental Education Research 28:3, pages 354-381.
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Linda Ekström & Cecilia Lundholm. (2021) ‘How Much Politics Is There’? Exploring Students’ Experiences of Values and Impartiality from an Epistemic Perspective. Journal of Political Science Education 17:sup1, pages 616-633.
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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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Elin Biström & Ragnar Lundström. (2021) Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology. Environmental Education Research 27:2, pages 279-294.
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Hanna Sjögren. (2019) More of the same: A critical analysis of the formations of teacher students through education for sustainable development. Environmental Education Research 25:11, pages 1620-1634.
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Nina Kolleck. (2019) The emergence of a global innovation in education: diffusing Education for Sustainable Development through social networks. Environmental Education Research 25:11, pages 1635-1653.
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Cecilia Lundholm. (2019) Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Environmental Education Research 25:10, pages 1427-1437.
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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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Katrien Van Poeck. (2019) Environmental and sustainability education in a post-truth era. An exploration of epistemology and didactics beyond the objectivism-relativism dualism. Environmental Education Research 25:4, pages 472-491.
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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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Yulia Fomina, Aldona Glińska-Neweś & Aranka Ignasiak-Szulc. (2022) Community supported agriculture: Setting the research agenda through a bibliometric analysis. Journal of Rural Studies 92, pages 294-305.
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Michael Andrew Ranney & Leela Velautham. (2021) Climate change cognition and education: given no silver bullet for denial, diverse information-hunks increase global warming acceptance. Current Opinion in Behavioral Sciences 42, pages 139-146.
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Melki Slimani. 2021. Towards a Political Education Through Environmental Issues. Towards a Political Education Through Environmental Issues 183 198 .
Johan Öhman & Louise Sund. (2021) A Didactic Model of Sustainability Commitment. Sustainability 13:6, pages 3083.
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Stuart TannockStuart Tannock. 2021. Educating for Radical Social Transformation in the Climate Crisis. Educating for Radical Social Transformation in the Climate Crisis 195 226 .
Katrien Van Poeck, Leif Östman & Thomas Block. (2020) Opening up the black box of learning-by-doing in sustainability transitions. Environmental Innovation and Societal Transitions 34, pages 298-310.
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Alexander Hellquist & Martin Westin. (2019) On the Inevitable Bounding of Pluralism in ESE—An Empirical Study of the Swedish Green Flag Initiative. Sustainability 11:7, pages 2026.
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Malin IdelandMalin Ideland. 2019. The Eco-Certified Child. The Eco-Certified Child 31 58 .
Teresa Berglund & Niklas Gericke. (2018) Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability 10:8, pages 2738.
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Joacim Andersson, Jim Garrison & Leif ÖstmanJoacim Andersson, Jim Garrison & Leif Östman. 2018. Empirical Philosophical Investigations in Education and Embodied Experience. Empirical Philosophical Investigations in Education and Embodied Experience 69 107 .

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