Kassahun Weldemariam
Biographic Data
| ID | 453308 |
|---|---|
| NAME | Kassahun Weldemariam |
| GIVEN NAMES | Kassahun |
| FAMILY NAME | Weldemariam |
| SIGNATURE | WELDEMARIAM K |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-7017-0246 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The home literacy environment as a venue for fostering bilingualism and biliteracy: The case of an Ethio-Norwegian bilingual family in Oslo, Norway
Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a bilingual child’s language and literacy acquisition is embedded as a social practice within the home literacy environment of everyday life. Drawing on data from a qualitative case study involving parent…
Building learning pathways to enhance education for sustainable development (ESD), quality and relevance
Purpose This study aims to demonstrate how integrating sustainable development into courses and degree programs can be systematically enhanced using a transparent method that ensures high quality and relevance. By presenting findings from the University of Gothenburg, Sweden, this study addresses challenges in advancing education for sustainable development (ESD) at higher education institutions. Design/methodology/approach This study used action…
A global childhoods research collective: Conceptualising global childhoods through reflections and imperatives from Australia, Ethiopia, New Zealand and Sweden
We believe that researching global childhoods offers a comprehensive understanding of children’s lives, experiences, and challenges worldwide. We regard global childhoods as an interdisciplinary field which combines insights from humanities and social sciences (e.g. education, sociology, philosophy, cultural studies, anthropology, media studies, social work, law) and the sciences (e.g. health sciences, psychology, architecture, engineering, compu…
Thinking with fire, water and sun – material-discursive entanglements in Swedish outdoor education
In this paper, we empirically demonstrate emerging material-discursive entanglements of different bodies in Swedish outdoor education, and thereby provoke openings for questioning some aspects of the conceptualization of a nature/culture divide.Outdoor and environmental education have been criticized for upholding this divide by not paying attention to the power structures through which bodies become sedimented as either human or nature.By discus…
Reconfiguring environmental sustainability in early childhood education: A post-anthropocentric approach
The purpose of this dissertation is twofold. First, it explores how the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula. Second, the dissertation examines post-anthropocentric possibilities of sustainability within early childhood education.\nA major finding of the two studies, relating to the first purpose, is that early childhood education tends to have…
Learning with vital materialities: Weather assemblage pedagogies in early childhood education
Early Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children’s agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how ‘learning’ could be achieved when bodies come in relation with, and…
Becoming-with bees: Generating Affect and Response-Abilities With the Dying Bees in Early Childhood Education
Engaging young children in sustainability challenges poses a pedagogical dilemma to the field of early childhood education. Using species extinction as an exemplary sustainability challenge, this study explores the pedagogical possibilities to engage young children with the potentially cataclysmic death of the bee. The study is framed within a posthumanist framework and draws ideas from post-qualitative research orientation. The study is empirica…
Becoming-with bees: Generating Affect and Response-Abilities With the Dying Bees in Early Childhood Education
Engaging young children in sustainability challenges poses a pedagogical dilemma to the field of early childhood education. Using species extinction as an exemplary sustainability challenge, this study explores the pedagogical possibilities to engage young children with the potentially cataclysmic death of the bee. The study is framed within a posthumanist framework and draws ideas from post-qualitative research orientation. The study is empirica…
Learning with vital materialities: Weather assemblage pedagogies in early childhood education
Early Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children’s agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how ‘learning’ could be achieved when bodies come in relation with, and…
A global childhoods research collective: Conceptualising global childhoods through reflections and imperatives from Australia, Ethiopia, New Zealand and Sweden
We believe that researching global childhoods offers a comprehensive understanding of children’s lives, experiences, and challenges worldwide. We regard global childhoods as an interdisciplinary field which combines insights from humanities and social sciences (e.g. education, sociology, philosophy, cultural studies, anthropology, media studies, social work, law) and the sciences (e.g. health sciences, psychology, architecture, engineering, compu…
Reconfiguring environmental sustainability in early childhood education: A post-anthropocentric approach
The purpose of this dissertation is twofold. First, it explores how the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula. Second, the dissertation examines post-anthropocentric possibilities of sustainability within early childhood education.\nA major finding of the two studies, relating to the first purpose, is that early childhood education tends to have…
Reconfiguring environmental sustainability in early childhood education: A post-anthropocentric approach
The purpose of this dissertation is twofold. First, it explores how the notion of sustainability is conceptualized within early childhood education discourses and how it is manifested in early childhood curricula. Second, the dissertation examines post-anthropocentric possibilities of sustainability within early childhood education.\nA major finding of the two studies, relating to the first purpose, is that early childhood education tends to have…
Learning with vital materialities: Weather assemblage pedagogies in early childhood education
Early Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children’s agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how ‘learning’ could be achieved when bodies come in relation with, and…
Becoming-with bees: Generating Affect and Response-Abilities With the Dying Bees in Early Childhood Education
Engaging young children in sustainability challenges poses a pedagogical dilemma to the field of early childhood education. Using species extinction as an exemplary sustainability challenge, this study explores the pedagogical possibilities to engage young children with the potentially cataclysmic death of the bee. The study is framed within a posthumanist framework and draws ideas from post-qualitative research orientation. The study is empirica…
Thinking with fire, water and sun – material-discursive entanglements in Swedish outdoor education
In this paper, we empirically demonstrate emerging material-discursive entanglements of different bodies in Swedish outdoor education, and thereby provoke openings for questioning some aspects of the conceptualization of a nature/culture divide.Outdoor and environmental education have been criticized for upholding this divide by not paying attention to the power structures through which bodies become sedimented as either human or nature.By discus…
The home literacy environment as a venue for fostering bilingualism and biliteracy: The case of an Ethio-Norwegian bilingual family in Oslo, Norway
Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a bilingual child’s language and literacy acquisition is embedded as a social practice within the home literacy environment of everyday life. Drawing on data from a qualitative case study involving parent…
Building learning pathways to enhance education for sustainable development (ESD), quality and relevance
Purpose This study aims to demonstrate how integrating sustainable development into courses and degree programs can be systematically enhanced using a transparent method that ensures high quality and relevance. By presenting findings from the University of Gothenburg, Sweden, this study addresses challenges in advancing education for sustainable development (ESD) at higher education institutions. Design/methodology/approach This study used action…
A global childhoods research collective: Conceptualising global childhoods through reflections and imperatives from Australia, Ethiopia, New Zealand and Sweden
We believe that researching global childhoods offers a comprehensive understanding of children’s lives, experiences, and challenges worldwide. We regard global childhoods as an interdisciplinary field which combines insights from humanities and social sciences (e.g. education, sociology, philosophy, cultural studies, anthropology, media studies, social work, law) and the sciences (e.g. health sciences, psychology, architecture, engineering, compu…
Sociology (6 works) · Pedagogy (5 works) · Environmental Education and Sustainability (4 works) · Developmental psychology (3 works) · Early childhood education (3 works) · Environmental education (3 works) · Environmental ethics (3 works) · Epistemology (3 works) · Psychology (3 works) · Social science (3 works)