Ásgeir Tryggvason
Biographic Data
| ID | 4420177 |
|---|---|
| NAME | Ásgeir Tryggvason |
| GIVEN NAMES | Ásgeir |
| FAMILY NAME | Tryggvason |
| SIGNATURE | TRYGGVASON Á |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-0327-9989 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teachers’ didactic approaches to students’ resistance in Environmental and Sustainability Education
In this study, we investigate teachers’ experiences of students’ resistance in Environmental and Sustainability Education (ESE) and how they have handled it. This article is based on qualitative interviews with nine secondary-school teachers in Sweden. By drawing on Dewey’s concept of experience and Nordic/German Didaktik theory, we place teachers’ autonomy and professional judgement at the centre of the analysis to explore their experiences and …
The existential and the instrumental in Environmental and Sustainability Education
In this theoretical paper, we argue that ESE is caught between the existential dimension of its content and the instrumentalisation of the education system in which it operates. We argue that the tension between the existential dimension and instrumentalism manifests in five aspects of ESE, which direct ESE in profoundly different directions. We build our understanding of the existential dimension in ESE on Karl Jaspers’ (1883–1969) existential p…
Agonistic teaching
The aim of this article is to synthesize theoretical and empirical research on agonism in education into teaching principles. Agonistic theory underscores the role of conflict, emotions, and collective identities in democratic classroom discussions. Empirical studies on agonism in education provide empirical insights into how these aspects are played out in teaching practices. By synthesizing both theoretical development and empirical findings on…
Politicised or Political
At the centre of this paper is the distinction between a politicised school, and school as a political space. We take note of Papastephanou’s (2005) warning not to make education the passive receiver of political thought. Based on Masschelein and Simons (2013), we criticise the tendency to conceptualise democratic education, particularly agonistic democratic education, as the implementation of political theory in a school context. We draw on thei…
Global citizenship as taken-for-grantedness
Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four…
Thinking hegemony otherwise – an educational critique of Mouffe’s agonism
The question ‘What is to be done?’ underpins Chantal Mouffe’s agonistic theory of democratic politics. Yet, despite this affirmative tone that distinguishes her from other radical theorists, her theory neglects the cultural work required for hegemony-building. This omission has resulted in operational difficulties when agonistic democracy is put into practice. This article shows how academics inspired by Mouffe unintentionally depend on theoretic…
Pluralistic environmental and sustainability education – a scholarly review
In this scholarly review we critically discuss the last 30 years of research on pluralism in environmental and sustainability education (ESE). Pluralism has been a focal point for a vast amount of theoretical and empirical studies in the research field. Since the journal Environmental Education Research (EER) was established, 158 articles have been published that to some extend refer to pluralism or pluralistic ESE. In this review we analyse the …
Schooling and ESE
Environmental and sustainability education (ESE) consists of topical existential and ethical issues. At the same time, these issues are taught in a school setting that is shaped by assignments, grades, and school tasks. The relationships between structures of formal education in a school environment and the characteristics of ESE has been described in dichotomous terms as a contradiction, known in the ESE research field as “Stevenson’s gap”, afte…
Democratic Education in the Mode of Populism
This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by wh…
Democratic Education in the Mode of Populism
This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by wh…
Schooling and ESE
Environmental and sustainability education (ESE) consists of topical existential and ethical issues. At the same time, these issues are taught in a school setting that is shaped by assignments, grades, and school tasks. The relationships between structures of formal education in a school environment and the characteristics of ESE has been described in dichotomous terms as a contradiction, known in the ESE research field as “Stevenson’s gap”, afte…
Politicised or Political
At the centre of this paper is the distinction between a politicised school, and school as a political space. We take note of Papastephanou’s (2005) warning not to make education the passive receiver of political thought. Based on Masschelein and Simons (2013), we criticise the tendency to conceptualise democratic education, particularly agonistic democratic education, as the implementation of political theory in a school context. We draw on thei…
Thinking hegemony otherwise – an educational critique of Mouffe’s agonism
The question ‘What is to be done?’ underpins Chantal Mouffe’s agonistic theory of democratic politics. Yet, despite this affirmative tone that distinguishes her from other radical theorists, her theory neglects the cultural work required for hegemony-building. This omission has resulted in operational difficulties when agonistic democracy is put into practice. This article shows how academics inspired by Mouffe unintentionally depend on theoretic…
Democratic Education in the Mode of Populism
This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by wh…
Schooling and ESE
Environmental and sustainability education (ESE) consists of topical existential and ethical issues. At the same time, these issues are taught in a school setting that is shaped by assignments, grades, and school tasks. The relationships between structures of formal education in a school environment and the characteristics of ESE has been described in dichotomous terms as a contradiction, known in the ESE research field as “Stevenson’s gap”, afte…
Pluralistic environmental and sustainability education – a scholarly review
In this scholarly review we critically discuss the last 30 years of research on pluralism in environmental and sustainability education (ESE). Pluralism has been a focal point for a vast amount of theoretical and empirical studies in the research field. Since the journal Environmental Education Research (EER) was established, 158 articles have been published that to some extend refer to pluralism or pluralistic ESE. In this review we analyse the …
Thinking hegemony otherwise – an educational critique of Mouffe’s agonism
The question ‘What is to be done?’ underpins Chantal Mouffe’s agonistic theory of democratic politics. Yet, despite this affirmative tone that distinguishes her from other radical theorists, her theory neglects the cultural work required for hegemony-building. This omission has resulted in operational difficulties when agonistic democracy is put into practice. This article shows how academics inspired by Mouffe unintentionally depend on theoretic…
Agonistic teaching
The aim of this article is to synthesize theoretical and empirical research on agonism in education into teaching principles. Agonistic theory underscores the role of conflict, emotions, and collective identities in democratic classroom discussions. Empirical studies on agonism in education provide empirical insights into how these aspects are played out in teaching practices. By synthesizing both theoretical development and empirical findings on…
Politicised or Political
At the centre of this paper is the distinction between a politicised school, and school as a political space. We take note of Papastephanou’s (2005) warning not to make education the passive receiver of political thought. Based on Masschelein and Simons (2013), we criticise the tendency to conceptualise democratic education, particularly agonistic democratic education, as the implementation of political theory in a school context. We draw on thei…
Global citizenship as taken-for-grantedness
Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four…
Teachers’ didactic approaches to students’ resistance in Environmental and Sustainability Education
In this study, we investigate teachers’ experiences of students’ resistance in Environmental and Sustainability Education (ESE) and how they have handled it. This article is based on qualitative interviews with nine secondary-school teachers in Sweden. By drawing on Dewey’s concept of experience and Nordic/German Didaktik theory, we place teachers’ autonomy and professional judgement at the centre of the analysis to explore their experiences and …
The existential and the instrumental in Environmental and Sustainability Education
In this theoretical paper, we argue that ESE is caught between the existential dimension of its content and the instrumentalisation of the education system in which it operates. We argue that the tension between the existential dimension and instrumentalism manifests in five aspects of ESE, which direct ESE in profoundly different directions. We build our understanding of the existential dimension in ESE on Karl Jaspers’ (1883–1969) existential p…
Sociology (7 works) · Political science (6 works) · Law (5 works) · Democracy (4 works) · Environmental education (4 works) · Environmental Education and Sustainability (4 works) · Epistemology (4 works) · Pedagogy (4 works) · Sustainability (4 works) · Sustainability in Higher Education (4 works)