Sally Windsor
Biographic Data
| ID | 95019 |
|---|---|
| NAME | Sally Windsor |
| GIVEN NAMES | Sally |
| FAMILY NAME | Windsor |
| SIGNATURE | WINDSOR S |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-6038-7591 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2014 |
| 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…
Teachers’ Understandings of Using a Game in Sustainability Education—A Case Study from Sweden
There is a pressing need for education regarding sustainability and previous research has focused more on students and less on teachers. This article explores teachers’ understandings of using the game Climate Call, which covers carbon dioxide content, in the General Science classroom to teach sustainability. This case study involved four teachers and six upper secondary classes in Sweden, from whom data was collected through fieldnotes, video re…
School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis
In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools …
Living Well in a World Worth Living in for All: Volume 1
Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing
This open access book is the first of a two-volume series that focuses on people's current experiences within the world
Incorporating sustainable development and inclusive education in teacher education for the Arctic
This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable selfdetermined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated acros…
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…
Disrupted and challenged learning practices: Students' experiences of 2020 as their final year of secondary schooling
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…
Teaching Beginning Teachers to 'Think What We Are Doing' in Indigenous Education
Working with beginning teachers to assist them to begin to 'think what we do' (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally succ…
Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing
This open access book is the first of a two-volume series that focuses on people's current experiences within the world
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…
Teaching Beginning Teachers to 'Think What We Are Doing' in Indigenous Education
Working with beginning teachers to assist them to begin to 'think what we do' (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally succ…
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…
Disrupted and challenged learning practices: Students' experiences of 2020 as their final year of secondary schooling
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
Incorporating sustainable development and inclusive education in teacher education for the Arctic
This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable selfdetermined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated acros…
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…
School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis
In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools …
Living Well in a World Worth Living in for All: Volume 1
Living Well in a World Worth Living in for All: Volume 1: Current Practices of Social Justice, Sustainability and Wellbeing
This open access book is the first of a two-volume series that focuses on people's current experiences within the world
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…
Teachers’ Understandings of Using a Game in Sustainability Education—A Case Study from Sweden
There is a pressing need for education regarding sustainability and previous research has focused more on students and less on teachers. This article explores teachers’ understandings of using the game Climate Call, which covers carbon dioxide content, in the General Science classroom to teach sustainability. This case study involved four teachers and six upper secondary classes in Sweden, from whom data was collected through fieldnotes, video re…
Pedagogy (6 works) · Sociology (6 works) · Social science (5 works) · Environmental Education and Sustainability (4 works) · Epistemology (4 works) · Sustainability (4 works) · Ecology (3 works) · Political science (3 works) · Psychology (3 works) · Citizen journalism (2 works)