Democratic practices and sustainability

The candidate will:

• have knowledge about ideas connected to young learners as critical citizens 
• have knowledge about what policy discourses on climate change students learn in school in various countries
• have knowledge about young people’s attitude to climate change, Norwegians in particular
• be able to apply key concepts of the course, such as lived democracy, critical citizenship, critical thinking
• be able to reflect on key concepts of the course in relation to her/his own PhD project

Breivega, K.M.R., Hauge, K.H. & Tjomsland, M. (2022). Lived Democracy in the Classroom: Student views on risks and benefits related to oil exploitation in Lofoten. In Herheim, R., Werler, T.C. & Hauge (Eds.) Lived democracy in education. Young citizens’ democratic lives in kindergarten, school, and higher education, p. 141-152. Abingdon, G.B.: Routledge

Chinn, C.A., S. Barzilai, and R.G. Duncan. 2021. Education for a “post-truth” world: New directions for research and practice. Educational Researcher 50(1): 51–60.

Fløttum, K., Dahl, T., Scheurer, J. (forthcoming 2022/23) ‘Trying (hard), but it’s difficult’: Youth voices on lifestyle matters in a climate perspective. In: Svendsen, B. A., Jonsson, R. (Eds), Routledge Handbook on Language & Youth Culture.

Hauge, K.H. (2022). A tool for reflecting on questionable numbers in society. Studies in Philosophy and Education 41, 511–528. https://doi.org/10.1007/s11217-022-09836-6

Hauge, K.H., Werler, T.C., & Herheim, R. (2022). An elaborated understanding of lived democracy in education. In Herheim, R., Werler, T.C. & Hauge (Eds.) Lived democracy in education. Young citizens’ democratic lives in kindergarten, school, and higher education, p. 177-188. Abingdon, G.B.: Routledge

Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., . . . van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5(12), e863-e873. https://doi.org/10.1016/S2542-5196(21)00278-3

Ojala, M. (2021). Safe spaces or a pedagogy of discomfort? Senior high-school teachers' meta-emotion philosophies and climate change education. The Journal of Environmental Education, 52(1), 40–52

Straume, I.S. (2019). What may we hope for? Education in times of climate change. Constellations, 27 (3), 540-552. https://doi.org/10.1111/1467-8675.12445

Swim, J. K., Aviste, R., Lengieza, M. L., & Fasano, C. J. (2022). OK Boomer: A decade of generational differences in feelings about climate change. Global environmental change, 73, 102479. https://doi.org/10.1016/j.gloenvcha.2022.102479

Trædal, L.T., Eidsvik, E. & Manik, S. (2022) Discourses of climate change education: The case of geography textbooks for secondary and higher secondary education in South Africa and Norway, Norwegian Journal of Geography, 76:2, 94-109, https://doi.org/10.1080/00291951.2022.2062044

Participation at the BSRS is credited under the European Credit Transfer System (ECTS). Participants submitting an essay, in a form of a publishable manuscript of 10-20 pages, after the end of the summer school will receive 10 ECTS. Deadline for submission will be decided by your course leader.

It is also possible to participate without producing an essay. This will give you 5 ECTS. In order to receive credits, we expect full participation in the course-specific modules, plenary events and roundtables.

Kjellrun Hiis Hauge is professor of education for sustainability, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences. She is a mathematics educator, and her research interests cover democratic practices in teaching and learning, critical citizenship and students’ capacity to engage critically with mathematics-based information related to contemporary and controversial societal issues such as sustainable development. She is the founder and a member of the research group Lived Democracy.