Malena Lidar
Biographic Data
| ID | 1229053 |
|---|---|
| NAME | Malena Lidar |
| GIVEN NAMES | Malena |
| FAMILY NAME | Lidar |
| SIGNATURE | LIDAR M |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0001-6764-954X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring the shifts to existing schooling practices that students experience in open schooling practices
The rhetoric-reality gap is a long-standing debate in environmental and sustainability education (ESE), which exemplifies the barriers that ESE initiatives face due to the contradictory purposes of mainstream schooling and the visions of environmental education. It is known to disrupt the teaching habits of teachers. In this study, we investigated whether students also faced disruptions when they engaged in open-ended problem-solving ESE practice…
Experimenting with dystopian scenarios and imagined futures as a critical and creative futures perspective in Environmental and Sustainability Education
When teaching habits meet educational innovation
In the face of the global sustainability crisis, schools and teachers are called on to transform education and implement educational innovations to strengthen sustainability education. One of these innovations is ‘open schooling’: educational practices that involve students in identifying, exploring, and tackling real-world sustainability problems in the school environment and the local community. Such – often externally driven – innovations can …
Functional coordination between present teaching and policy reform in Swedish science education
Major policy changes make teachers reconsider how they teach. In Sweden, a new curriculum, a grading system, and national tests were introduced in science education in Year 6 (Y6) for the 2012/2013 academic year. After two years, the national tests were made voluntary, and they ended the following year. In this interview study, we investigate what implications these reforms had for teachers’ teaching and assessment practices in science education.…
Sustainable food choices? A study of students’ actions in a home and consumer studies classroom
Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) …
Teaching for Action Competence
The focus of this article is to explore preschool children's possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show h…
When teaching habits meet educational innovation
In the face of the global sustainability crisis, schools and teachers are called on to transform education and implement educational innovations to strengthen sustainability education. One of these innovations is ‘open schooling’: educational practices that involve students in identifying, exploring, and tackling real-world sustainability problems in the school environment and the local community. Such – often externally driven – innovations can …
Sustainable food choices? A study of students’ actions in a home and consumer studies classroom
Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) …
Teaching for Action Competence
The focus of this article is to explore preschool children's possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show h…
Sustainable food choices? A study of students’ actions in a home and consumer studies classroom
Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e.they should understand the consequences concerning health, finance and environment of what food they choose to consume. The aim of this paper is to contribute to the discussion about education for sustainable development (ESD) …
Functional coordination between present teaching and policy reform in Swedish science education
Major policy changes make teachers reconsider how they teach. In Sweden, a new curriculum, a grading system, and national tests were introduced in science education in Year 6 (Y6) for the 2012/2013 academic year. After two years, the national tests were made voluntary, and they ended the following year. In this interview study, we investigate what implications these reforms had for teachers’ teaching and assessment practices in science education.…
When teaching habits meet educational innovation
In the face of the global sustainability crisis, schools and teachers are called on to transform education and implement educational innovations to strengthen sustainability education. One of these innovations is ‘open schooling’: educational practices that involve students in identifying, exploring, and tackling real-world sustainability problems in the school environment and the local community. Such – often externally driven – innovations can …
Exploring the shifts to existing schooling practices that students experience in open schooling practices
The rhetoric-reality gap is a long-standing debate in environmental and sustainability education (ESE), which exemplifies the barriers that ESE initiatives face due to the contradictory purposes of mainstream schooling and the visions of environmental education. It is known to disrupt the teaching habits of teachers. In this study, we investigated whether students also faced disruptions when they engaged in open-ended problem-solving ESE practice…
Experimenting with dystopian scenarios and imagined futures as a critical and creative futures perspective in Environmental and Sustainability Education
Pedagogy (5 works) · Psychology (5 works) · Environmental education (4 works) · Sociology (4 works) · Education for sustainable development (3 works) · Engineering (3 works) · Environmental Education and Sustainability (3 works) · Political science (3 works) · Indigenous and Place-Based Education (2 works) · Mathematics education (2 works)