Per Sund
Biographic Data
| ID | 6674226 |
|---|---|
| NAME | Per Sund |
| GIVEN NAMES | Per |
| FAMILY NAME | Sund |
| SIGNATURE | SUND P |
| AFFILIATIONS | Mälardalen University |
| ORCID | 0000-0003-3386-3411 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 33 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Evaluation of integration of sustainable development in higher education in Sweden
Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-eva…
Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers
In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching c…
Experienced ESD-schoolteachers’ teaching – an issue of complexity
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary schoolteache…
Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions
This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relations…
Socialization content in schools and education for sustainable development – II. A study of students’ apprehension of teachers’ companion meanings in ESD
Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrac…
Teachers’ objects of responsibility
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved li…
Experienced ESD-schoolteachers’ teaching – an issue of complexity
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary schoolteache…
Teachers’ objects of responsibility
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved li…
Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers
In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching c…
Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions
This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relations…
Socialization content in schools and education for sustainable development – II. A study of students’ apprehension of teachers’ companion meanings in ESD
Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrac…
Teachers’ objects of responsibility
Answers to questions about good teaching in environmental education can be expressed in different selective traditions. Questions as to what should be included in good teaching tend to be addressed by both teachers and researchers on an ideological basis. This qualitative study uses a pragmatist approach, and aims to make an empirical contribution to the debate. Rather than telling teachers what they should teach, this interview study involved li…
Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions
This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relations…
Socialization content in schools and education for sustainable development – II. A study of students’ apprehension of teachers’ companion meanings in ESD
Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrac…
Experienced ESD-schoolteachers’ teaching – an issue of complexity
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary schoolteache…
Evaluation of integration of sustainable development in higher education in Sweden
Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-eva…
Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers
In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching c…
Sustainability in Higher Education (6 works) · Environmental Education and Sustainability (5 works) · Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Education for sustainable development (4 works) · Environmental education (4 works) · Sustainable development (4 works) · Context (archaeology (3 works)