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  • 1.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed)
    Abstract [en]

    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 independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.

  • 2.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Equipped for responsibility: A case of business education for sustainabilityManuscript (preprint) (Other academic)
    Abstract [en]

    This paper presents a study of the roles of a business person articulated byteachers in the classroom when the concept of sustainable development is incorporated into the subject of business economics. The empirical material, consisting of video recorded observations in five teachers’ classrooms, was collected two years after the inclusion of the concept in theupper secondary school syllabus in Sweden. The concept of logics developed within a discourse theoretical framework is used to analyse the meaning of ‘doing business sustainably’ as depicted by teachers in classroom practice. The paper illustrates that different rules and conditions for doing business are foregrounded in classroom practice by distinguishing between the logics of self-interest, conscious consumers and stakeholders’ interests. Each logic positions a business person differently. These positions are analysed using a typology of responsibility. The conclusion is that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues depending on how sustainable development is integrated into the business curriculum.

  • 3.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    The Responsible Business Person: Studies of business education for sustainability2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.

  • 4.
    Andersson, Pernilla
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Öhman, Johan
    Örebro Universitet.
    Logics of business education for sustainability2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 4, 463-479 p.Article in journal (Refereed)
    Abstract [en]

    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 sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education. Our results also show how the different logics position the subject business person differently, as one who adapts to, adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.

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