Teachers’ reflections on an education for sustainable development project

References

• Alerby, E. (1998). Att fånga en tanke. En fenomenologisk studie av barnen och ungdomars tänkande kring miljö [To catch a thought. A phenomenological study of children's and youth thoughts about the environment]. Institutionen för pedagogik och ämnesdidaktik. Sweden: Luleå University of Technology.
   Google Scholar
• Barbour, R. (2007). Doing focus groups. London: Sage.
   Google Scholar
• Bengtsson, J. (2005). En livsvärldsansats för pedagogisk forskning [A life-world approach in pedagogical research]. In J. Bengtson (Ed.), Men livsvärlden som grund. Lund: Studentlitteratur.
   Google Scholar
• Biesta, G. (2006). Bortom lärandet: Demokratisk utbildning för en mänsklig framtid [Beyond learning: Democratical education for a human future]. Denmark: Studentlitteratur.
   Google Scholar
• Biesta, G. (2011). Philosophy, exposure, and children: How to resist the instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45 (2), 305–319.
   Web of Science ®Google Scholar
• Breiting, S., & Wickenberg, P. (2010). The progressive development of environmental education in Sweden and Denmark. Environmental Education Research, 16 (1), 9–37.
   Web of Science ®Google Scholar
• Bryman, A. (2001). Social research methods. Oxford: University Press.
   Google Scholar
• Bursjöö, I. (2011). Lärares formande av en yrkesidentitet relaterad till hållbar utveckling (Licentiate thesis). Department of Physics, University of Gothenburg, Sweden: BursjööI.
   Google Scholar
• Council of The European Union (2010). Council conclusions on education for sustainable development. 3046th Education, Youth, Culture and Sport Council Meeting, Brussels.
   Google Scholar
• Energi. (2012). Energi, möjligheter och dilemman [Energy, environment and dilemmas]. Stockholm: Kungl. Ingenjörsvetenskapsakademien (IVA).
   Google Scholar
• Esaiasson, P. (2002). Metodpraktiken. Konsten att studera samhälle, individer och marknad [Methods in practice. The art of studying society, individuals and market]. Stockholm: Norsteds Juridik AB.
   Google Scholar
• Fleer, M. (2002). Curriculum compartmentalization? A futures perspective on environmental education. Environmental Education Research, 8 (2), 137–154.
   Google Scholar
• Halkier, B. (2010). Fokus grupper [Focus groups]. Malmö: Liber.
   Google Scholar
• Hegarty, K., Thomas, I., Kriewaldt, C., Holdsworth, S., & Bekessy, S. (2011). Insight into the value of a “stand-alone” course for sustainable development. Environmental Education Research, 17 (4), 451–469.
   Web of Science ®Google Scholar
• Jickling, B. (1992). Why I don't want my children to be educated for sustainable development. Journal of Environmental Education, 23 (4), 5–8.
   Google Scholar
• Jickling, B., & Wals, A. (2012). Debatin education for sustainable development 20 years after Rio: A conversation between Bob Jickling and Arjen Wals. Journal of Education for Sustainable Development, 6 (2), 49–57.
   Google Scholar
• Kennelly, J., Taylor, N., & Serow, P. (2012). Early career primary teachers and education for sustainability. International Research in Geographical and Environmental Education, 21 (2), 139–153.
   Google Scholar
• Krueger, R. (1994). Focus Groups. A practical guide for applied research (2nd ed.). London: Sage.
   Google Scholar
• Kvale, S. (1996). Interviews. An introduction to qualitative research interviewing. London: Sage.
   Google Scholar
• Kilsäter, E. (2011). Lgr11 – Läroplan för grundskolan, förskoleklassen och fritidshemmet [Curriculum11 – Curriculum for the compulsory school, preschool class and the recreation centre]. Stockholm: Skolverket.
   Google Scholar
• Lundegård, I., & Wickman, P.O. (2009). Identity transformation in education for sustainable development: A question of location. Scandinavian Journal of Education Research, 53 (5), 461–479.
   Web of Science ®Google Scholar
• McNaughton, M.J. (2012). Implementing education for sustainable development in schools: Learning from teachers’ reflections. Environmental Education Research, 18 (6), 765–782.
   Web of Science ®Google Scholar
• Merleau-Ponty, M. (1962). Phenomenology of perception. In T. Honredich (Ed.), International library of philosophy and scientific method. English translation. London: Routledge & Kegan Paul.
   Google Scholar
• Merleau-Ponty, M. (1999). Kroppens fenomenologi [Phenomenology of perception]. Göteborg: Daidalos.
   Google Scholar
• Munkácsy, B. (2005). The wind energy in power production and its importance in geography teaching. International Research in Geographical and Environmental Education, 14 (2), 133–142.
   Google Scholar
• Payne, P.G. (2010). Moral spaces, the struggle for an intergenerational environmental ethics and the social ecology of families: An “other” form of environmental education. Environmental Education Research, 16 (2), 209–231.
   Web of Science ®Google Scholar
• SFS. (2003). Lag om etikprövning av forskning som avser människor [The Swedish law concerning ethical conduct code]. Stockholm: Goverment Office of Sweden.
   Google Scholar
• van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. New York: State University of New York Press.
   Google Scholar
• Villanen, H., & Jonsson, G. (2013). Envisioning the future: A question of distances. International Electronic Journal of Environmental Education, 3 (1), 1–16.
   Google Scholar
• Wibeck, V. (2000). Fokusgrupper. Om fokuserade gruppintervjuer som undersökningsmetod [Focus groups. About focused group interviews as a research method]. Lund: Studentlitteratur.
   Google Scholar
• World Commission on Environment and Development. (1987). Our common future. London: Oxford University Press.
   Google Scholar