References
- Agerström, J., & Björklund, F. (2009). Moral concerns are greater for temporally distant events and are moderated by value strength. Social Cognition, 27, 261–282. doi:10.1521/soco.2009.27.2.261
- Agerström, J., & Björklund, F. (2013). Why people with an eye toward the future are more moral: The role of abstract thinking. Basic and Applied Social Psychology, 35, 373–381. doi:10.1080/01973533.2013.803967
- Beaty-O'Ferrall, M. E., & Johnson, F. W. (2010). Using supportive team building to promote improved instruction, student achievement, and collaboration in an urban professional development school. School-University Partnerships, 4, 56–64.
- Beckett, L., Glass, R. D., & Moreno, A. P. (2012). A pedagogy of community building: Re-imagining parent involvement and community organizing in popular education efforts. Journal of the Association of Mexican American Educators, 6, 5–14.
- Bell, W. (2002). Foreword. Preparing for the future. In D. Hicks (Ed.), Lessons for the future. New York: Routledge Falmer.
- Boscardin, M. L., & Jacobson, S. (1997). The inclusive school: Integrating diversity and solidarity through community-based management. Journal of Educational Administration, 35, 466–476. doi:10.1108/09578239710184600
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
- deHaan, G. (2010). The development of ESD-related competencies in supportive institutional frameworks. International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft, 56, 315–328. doi:10.1007/s11159-010-9157-9
- DeZeeuw Spencer, J. (2011). Strengthening the SEAMS between us: Sustainable, equitable, actualized meaning-making and solidarity. Ann Arbor: Prescott College.
- Dobson, A. (2003). Citizenship and the environment. Oxford: Oxford University Press.
- Dobson, A. (2007). Environmental citizenship: Towards sustainable development. Sustainable Development, 15, 276–285.
- Eilam, E., & Trop, T. (2011). ESD pedagogy: A guide for the perplexed. Journal of Environmental Education, 42, 43–64. doi:10.1080/00958961003674665
- Eyal, T., Liberman, N., & Trope, Y. (2008). Judging near and distant virtue and vice. Journal of Experimental Social Psychology, 44, 1204–1209. doi:10.1016/j.jesp.2008.03.012
- Gallay, L., Flanagan, C. A., & Duo, S. (2011). Retribution or reconciliation: Young Americans’ attitudes toward peaceful transitions of power. Youth & Society, 43, 568–582.
- Gould, C. C. (2007). Transnational solidarities. Journal of Social Philosophy, 38, 148–164. doi:10.1111/j.1467-9833.2007.00371.x
- Hicks, D. (2002). Lessons for the future: The missing dimension in education. London/New York: Routledge/Falmer.
- Holden, C. (2007). Young people's concerns. In D. Hicks & C. Holden (Eds.), Teaching the global dimension. London: Routledge.
- Leiserowitz, A. A., Kates, R. W., & Parris, T. M. (2006). Sustainability values, attitudes, and behaviors: A review of multinational and global trends. Annual Review of Environment and Resources, 31, 413–444.
- Lundqvist, E. (2009). Undervisningssätt, lärande och socialisation: Analyser av lärares riktningsgivare och elevers meningsskapande i NO-undervisning. Uppsala: Acta Universitatis Upsaliensis.
- Molin, L. (2006). Rum, frirum och moral: En studie av skolgeografins innehållsval. Uppsala: Department of Social and Economic Geography, Uppsala University.
- Munby, H., & Roberts, D. (1998). Intellectual independence: A potential link between science teaching and responsible citizenship. In D. Roberts & L. Östman (Eds.), Problems of meaning in science curriculum (pp. 101–114). New York: Teachers College Press.
- Ojala, M., & Rikner, A. (2010). Att hantera det ambivalenta : unga vuxnas attityder och beteende gällande energisparande i hemmet. Örebro: Centrum för urbana och regionala studier, Örebro universitet.
- Olitsky, S. (2011). The role of fictive kinship relationships in mediating classroom competition and supporting reciprocal mentoring. Cultural Studies of Science Education, 6, 883–894. doi:10.1007/s11422–011-9363–1
- Patton, M. Q. (2002). Qualitative evaluation and research methods. Thousand Oaks, London, New Delhi: Sage Publications.
- Renner, A. (2009). Teaching community, praxis, and courage: A foundations pedagogy of hope and humanization. Educational Studies, 45, 59–79. doi:10.1080/00131940802527209
- Roth, W.-M., & Tobin, K. (2010). Solidarity and conflict: Aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences. Cultural Studies of Science Education, 5, 807–847. doi:10.1007/s11422-010-9272-8
- Rushkoff, D. (2013). Present shock. New York: Penguin Group.
- Scholz, S. J. (2008). Political solidarity. University Park: Pennsylvania State University Press.
- Skollag. (2010: 800). Skollagen. Stockholm: Sveriges Riksdag.
- Skolverket. (2010). Morgondagens medborgare. ICCS 2009: svenska 14-åringars kunskaper, värderingar och deltagande i internationell belysning (Vol. 345). Stockholm: Skolverket.
- Skolverket. (2011a). Curriculum for the upper secondary school. Retrieved December 27, 2013, from http://www.skolverket.se/publikationer?id=2975
- Skolverket. (2011b). Curriculum, compulsory school, preschool class, recreation centre, in English. Stockholm: Skolverket.
- Skolverket. (2011c). Syllabus geography 1. Retrieved July 18, 2015, from http://www.skolverket.se/laroplaner-amnen-och-kurser/grundskoleutbildning/grundskola/geografi.
- Sleeter, C. E., & Soriano, E. (2012). Creating solidarity across diverse communities: International perspectives in education. New York: Teachers College Press.
- Stjernö, S. (2004). Solidarity in Europe: The history of an idea. Cambridge: Cambridge University Press.
- Svennbeck, M. (2003). Omsorg om naturen: Om NO-utbildningens selektiva traditioner med fokus på miljöfostran och genus. Uppsala: Acta Universitatis Upsaliensis.
- The Swedish National Commission for UNESCO. (2014). Utbildning för hållbar utveckling. Retrieved January 2, 2014, from http://www.unesco.se/utbildning/utbildning-for-hallbar-utveckling/
- Tilbury, D. (2012). Learning to connect: Reflections along a personal journey of education and learning for a sustainable future in the context of Rio + 20. Journal of Education for Sustainable Development, 6, 59–62. doi:10.1177/097340821100600112
- Torbjörnsson, T. (2011). En för alla – Alla för naturen. Licentiatavhandling. Uppsala: Forskarskolan i Geografi, Uppsala Universitet.
- Torbjörnsson, T., & Molin, L. (2014). Who is solidary? A study of Swedish students' attitudes towards solidarity as an aspect of sustainable development. International Research in Geographical and Environmental Education, 23, 259–277. doi:10.1080/10382046.2014.886153
- Trope, Y., & Liberman, N. (2003). Temporal construal. Psychological Review, 110, 403–421. doi:10.1037/0033-295X.110.3.403
- UN. (2000). The United Nations millennium declaration. New York: United Nations.
- Wackernagel, M., & Yount, J. D. (1998). The ecological footprint: An indicator of progress toward regional sustainability. Environmental Monitoring and Assessment, 51, 511–529.
- Wals, A. (2009). A mid-DESD review: Key findings and ways forward. Journal of Education for Sustainable Development, 3, 195–204. doi:10.1177/097340820900300216
- WCED. (1987). Our common future. Nairobi: UNEP.
- Östman, L. (1995). Socialisation och mening: No-utbildning som politiskt och miljömoraliskt problem. Uppsala/Stockholm: Almqvist & Wiksell.