Dawn Sanders
Biographic Data
| ID | 5398129 |
|---|---|
| NAME | Dawn Sanders |
| GIVEN NAMES | Dawn |
| FAMILY NAME | Sanders |
| SIGNATURE | SANDERS D |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-7814-7964 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Paradise Lost? Love and Care: Narratives for and in Sustainability Education
This chapter presents examples of students’ experiences with teaching that focuses on learning about sustainability, nature, and environmental-related topics during a project-based theme week in a Danish public school. Responding to the call for studies that include participatory and processual dimensions (see Environmental and Sustainability Education scholars, e.g., Læssøe, Simovska, Barret, & Barret Hacking, 2008), this chapter foregrounds stu…
Putting plants in the picture
In this article we consider the use of visual images to assess perceptions of plants. Using data drawn from a Swedish study we review our choices regarding the type of image used, and the responses they provoked. Furthermore, we consider these choices in the light of other studies, propose a tentative model of levels of seeing, and call for further research. In sharing our methodological challenges with the research community, we wish to contribu…
Plant blindness and sustainability
Purpose The present paper aims to examine the concept of “plant blindness” in the context of current sustainability debates. “Plant blindness” was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education. Design/methodology/approach The fundamental importance…
Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’
There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question ‘how do we carry on?’ We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environme…
Education for sustainable development in the ‘Capitalocene’
When the thought of this Special Issue began to take shape 3 years ago, we had no clear idea of how it would develop. We wanted to address what we saw as the inability, or even impossibility, of ou
The girl with the garden gloves: Researching the affordances of sensual materialities in the school garden
This article uses vignettes and photographs taken from ethnographic research to reframe the methodological assumptions within school garden research. New theoretical perspectives are applied to previous empirical school garden research that provides deeper understandings of both the teaching and the learning of ecoliteracy in such material contexts. Actor Network Theory and Social Semiotics further highlight the affordance of school garden spaces…
Navigating nature, culture and education in contemporary botanic gardens
Increasingly, humans are an urban species prone to ‘plant blindness.’ This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring. Education-related debates on these issues lin…
Education for sustainable development in the ‘Capitalocene’
When the thought of this Special Issue began to take shape 3 years ago, we had no clear idea of how it would develop. We wanted to address what we saw as the inability, or even impossibility, of ou
Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’
There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question ‘how do we carry on?’ We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environme…
The girl with the garden gloves: Researching the affordances of sensual materialities in the school garden
This article uses vignettes and photographs taken from ethnographic research to reframe the methodological assumptions within school garden research. New theoretical perspectives are applied to previous empirical school garden research that provides deeper understandings of both the teaching and the learning of ecoliteracy in such material contexts. Actor Network Theory and Social Semiotics further highlight the affordance of school garden spaces…
Navigating nature, culture and education in contemporary botanic gardens
Increasingly, humans are an urban species prone to ‘plant blindness.’ This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring. Education-related debates on these issues lin…
Navigating nature, culture and education in contemporary botanic gardens
Increasingly, humans are an urban species prone to ‘plant blindness.’ This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring. Education-related debates on these issues lin…
The girl with the garden gloves: Researching the affordances of sensual materialities in the school garden
This article uses vignettes and photographs taken from ethnographic research to reframe the methodological assumptions within school garden research. New theoretical perspectives are applied to previous empirical school garden research that provides deeper understandings of both the teaching and the learning of ecoliteracy in such material contexts. Actor Network Theory and Social Semiotics further highlight the affordance of school garden spaces…
Education for sustainable development in the ‘Capitalocene’
When the thought of this Special Issue began to take shape 3 years ago, we had no clear idea of how it would develop. We wanted to address what we saw as the inability, or even impossibility, of ou
Plant blindness and sustainability
Purpose The present paper aims to examine the concept of “plant blindness” in the context of current sustainability debates. “Plant blindness” was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education. Design/methodology/approach The fundamental importance…
Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’
There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question ‘how do we carry on?’ We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environme…
Putting plants in the picture
In this article we consider the use of visual images to assess perceptions of plants. Using data drawn from a Swedish study we review our choices regarding the type of image used, and the responses they provoked. Furthermore, we consider these choices in the light of other studies, propose a tentative model of levels of seeing, and call for further research. In sharing our methodological challenges with the research community, we wish to contribu…
Paradise Lost? Love and Care: Narratives for and in Sustainability Education
This chapter presents examples of students’ experiences with teaching that focuses on learning about sustainability, nature, and environmental-related topics during a project-based theme week in a Danish public school. Responding to the call for studies that include participatory and processual dimensions (see Environmental and Sustainability Education scholars, e.g., Læssøe, Simovska, Barret, & Barret Hacking, 2008), this chapter foregrounds stu…
Sociology (6 works) · Pedagogy (5 works) · Environmental ethics (4 works) · Social science (4 works) · Animal and Plant Science Education (3 works) · Environmental education (3 works) · Epistemology (3 works) · Political science (3 works) · Psychology (3 works) · Sustainability (3 works)