Pernilla Andersson
Biographic Data
| ID | 6674919 |
|---|---|
| NAME | Pernilla Andersson |
| GIVEN NAMES | Pernilla |
| FAMILY NAME | Andersson |
| SIGNATURE | ANDERSSON P |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0002-0045-1587 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Integrating sustainability in economics education
Despite the rising popularity of integrating sustainability and ethics in economics education, the neoclassical view remains dominant in economic curricula and little structural change in economics education is visible in practice. In an effort to address this deficit, transformative learning is encouraged to integrate sustainability and pluralistic perspectives into economics education. However, there is a lack of cases and best practices in whi…
‘I didn’t count “willingness to pay” as part of the value’
A frequent justification in the literature for using stated preference methods (SP) is that they are the only methods that can capture the so-called total economic value (TEV) of environmental changes to society. Based on follow-up interviews with SP survey respondents, this paper addresses the implications of that argument by shedding light on the construction of TEV, through respondents’ perspective. It illuminates the deficiencies of willingne…
Equipped for responsibility? Discursive resources in business education for sustainability – an analytical tool
To transform society in a more sustainable direction we not only need specific knowledge, skills and attitudes, but also discursive resources that enable the seeing of alternative ways of living. This paper analyses such discursive resources as used in educational practice, and presents an analytical tool to facilitate further environment and sustainability education research. The identification of discursive resources is facilitated by the conce…
Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting ind…
Logics of business education for sustainability
This paper explores various kinds of logics of ‘business education for sustainability’ and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for …
Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting ind…
Logics of business education for sustainability
This paper explores various kinds of logics of ‘business education for sustainability’ and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for …
Logics of business education for sustainability
This paper explores various kinds of logics of ‘business education for sustainability’ and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for …
Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting ind…
‘I didn’t count “willingness to pay” as part of the value’
A frequent justification in the literature for using stated preference methods (SP) is that they are the only methods that can capture the so-called total economic value (TEV) of environmental changes to society. Based on follow-up interviews with SP survey respondents, this paper addresses the implications of that argument by shedding light on the construction of TEV, through respondents’ perspective. It illuminates the deficiencies of willingne…
Equipped for responsibility? Discursive resources in business education for sustainability – an analytical tool
To transform society in a more sustainable direction we not only need specific knowledge, skills and attitudes, but also discursive resources that enable the seeing of alternative ways of living. This paper analyses such discursive resources as used in educational practice, and presents an analytical tool to facilitate further environment and sustainability education research. The identification of discursive resources is facilitated by the conce…
Integrating sustainability in economics education
Despite the rising popularity of integrating sustainability and ethics in economics education, the neoclassical view remains dominant in economic curricula and little structural change in economics education is visible in practice. In an effort to address this deficit, transformative learning is encouraged to integrate sustainability and pluralistic perspectives into economics education. However, there is a lack of cases and best practices in whi…
Environmental education (4 works) · Pedagogy (4 works) · Sociology (4 works) · Sustainability (4 works) · Sustainability in Higher Education (4 works) · Engineering (3 works) · Engineering ethics (3 works) · Management and Organizational Studies (3 works) · Political science (3 works) · Business (2 works)