Mid Sweden University

The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This article explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there are few good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.

At the UNESCO World Conference on Education for Sustainable Development (ESD) in 2014, UNESCO launched the Global Action Programme on ESD (GAP) as a follow-up to UN Decade of ESD (2005-2014). The GAP puts a strong emphasis on generating and scaling concrete ESD actions in all levels and areas to accelerate progress towards sustainable development. In response to that, SWEDESD together with its partners have designed a reflective process tool to support the ESD community in their scaling efforts in order to address UNESCO’s directives – the Re-Solve scaling process tool (hereafter called “Re-Solve”). This handbook provides guidance and framework on how the tool shall be applied, thus a contribution to UNESCO’s effort in advancing the ESD agenda and accelerating progress towards sustainable development. 

The handbook is for anyone interested or involved in scaling ESD, i.e.: organisations, community groups, academics, students – as a stakeholder, leader, facilitator and how to create a more effective, ethical and sustainable scaling process. It is particularly addressed for those responsible for setting up, leading or facilitating a Re-Solve scaling process – the “you” of this handbook – but will be equally useful for those who would just like to know what scaling ESD is about. The handbook integrates practical instructions and facilitation tools with sound theoretical foundations to provide a coherent approach towards scaling ESD. 

In recent discussions about the widening and opening up of anthropocentric perspectives in environmental and sustainability education (ESE) research, a recurrent issue has been what reasonably could be a subject of inquiry and an agent of knowledge. This article aims to showcase an empirical study of the relevance of human-material relationships in crafting learning processes by following an embroidery project with year 8 students in the Swedish craft subject of educational sloyd. How the human-material correspondence unfolds in the crafting learning process is analysed with the aid of Ingold's practice of correspondence and SOrensen's notion of participation, performance and imagination. Rather than assuming that materials contribute to certain environmental and sustainability aims, the analysis empirically demonstrates how the human-material correspondence unfolds. The analysis identifies three human-material relationships: attuning, troubling and tracing correspondence. Drawing on the findings, the human-material relevance for environmental and sustainability education and research is further discussed.

By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.

Sedan 1970-talets början har miljöetiken vuxit till att bli ett centralt ämne inom miljö- och utvecklingsstudier och hållbarhetsforskning. Genom att utgå från konkreta fall ur svensk miljö- och utvecklingspraktik vill författaren föras amman den miljöetiska teorin med konkreta händelser som av många uppfattas som moraliskt problematiska. Läsaren får en inblick i åtta svenska fall som fungerar som utgångspunkt för olika miljöetiska reflektioner. I och med detta får läsaren kunskap om olika sätt att använda sig av miljöetisk teori och om framträdande miljöetiska teorier och deras relevans för praktiska miljömoraliska frågor.

The paper approaches gender and mobility from the perspective of the capability approach. It suggests that the question of whether mobility should be regarded as a distinct capability is a matter of theoretical and practical reasoning and offeres several theoretical reasons for why it is reasonable to add mobility to a list of capabilities.

It is suggested that mobility should be regarded as intrinsic to human well-being and that spatial/social/existential mobility should, although interrelated to other capabilities on a given list, be separated from them.

One reason for this is that spatial mobility has already been presented as a distinct capability, and social and existential mobility are implicated in various capability lists. This, taken together with the multidimensional nature of mobility presented in various aspects of mobility research, is perhaps the strongest argument for why mobility, in all its aspects, should be considered a fundamental distinct capability for a life of dignity; to be mobile is intrinsic to human well-being.

A second reason is that what is refered to as existential mobility (the capability of being emotionally, mentally, and intellectually moveable) is suggested in several of the capability lists and that because being spatially mobile always also means being socially and existentially mobile, the case for mobility as a distinct capability is strengthened.

Finally is is concluded that if it is reasonable to regard social/spatial/existential mobility as a distinct capability, this will have important consequences for research concerning justice and gender in a number of suggested research areas.

Climate Change Adaptation and Human Capabilities explores learning, health, mobility, and play as climate capabilities and produces new insights into the depth of climate change impact on social life.

Klimatdidaktik syftar dels till att konkretisera utbildning för hållbar utveckling genom att ta fasta på ett specifikt miljö- och utvecklingsproblem - Klimatfrågan. Inte sällan behandlar utbildning för hållbar utveckling (ESD) -undervisning på svensk lärarutbildning tämligen allmänna och generella frågor. Boken erbjudar ett alternativ till detta. Vidare syftar boken till att klargöra på vilka sätt klimatförändringarna kan vara ämnesinnehållsdidaktiskt relevanta - såväl teoretiskt som i praktik. För det tredje syftar boken till att ge didaktisk och miljödidaktisk forskning en röst i en tämligen ensidig klimatdiskurs.

Målgruppen är i första hand lärarstudenter vid svenska högskolor och universitet och yrkesverksamma lärare i den svenska skolan som inte tidigare arbetat med ESD eller med klimatfrågan i sin undervisning. Även andra aktörer inom utbildning och lärande för hållbar utveckling bör ha glädje av boken såsom utomhus-, och friluftspedagoger, studieförbund, världsnaturfonden, svenska naturskyddsföreningen, globala skolan och SIDA. En annan viktig målgrupp är forskare inom utbildning för hållbar utveckling och miljödidaktik, inte minst kan kapitalförfattarnas ämnesinnehållsorienterade fokus bidra till att berika  doktoranders kunskap. Till målgruppen hör även anställda och studenter vid ämnesövergripande institutioner eller centra inom svensk högskola och universitet som sedan länge bedriver högre utbildning för hållbar utveckling men som kanske saknar en didaktisk problematisering av sin pedagogiska profil.

Public discourse indicates that e.g. researchers, churches, economists, lay people, climate experts, policymakers, artists and educators agree that climate change1 involves serious moral challenges to glocal communities. Still, with some exceptions moral philosophers and ethicists have not paid attention to the moral dimension of mitigation, adaptation and vulnerability. Thus, this chapter and this book are unusual voices in a slowly expanding field of crossdisciplinary climate change research in highlighting meanings of ethical aspects of climate change. The main purpose of this chapter is to identify and clarify the ethical content of current climate change discourse. This is accomplished by answering the question of what a climate change moral landscape would look like according to the Intergovernmental panel of climate change (IPCC)4 from the point of view of the capabilities approach (TCA). Thus, the results reported in this chapter stems from an ethical5 analysis of selected documents from IPCC’s fourth assessment report (AR4).6 This reading (or mapping) of IPCC is related to climate change philosophy, anthropology, theology and mobility research. Following this introduction, the second part produces a theoretical and methodological framework for the analysis and it also includes a short introduction to TCA. The third and main section presents results of the analysis. The final part includes conclusions and a discussion of the results as well as comments on and suggestions for further research.

The main aim of this paper is to introduce a discussion about mobility as a climate capability and as a framing of a creative discussion of climate change justice in the context of the capabilities approach and mobility. The main question is: What does it mean to be mobile in climatic times?The paper focuses on mobility as climate capability and relays reflections presented in a special issue of the Journal of Human Development and Capabilities on mobility and development (2010). The concept of holistic mobility is introduced and placed in a climate change context drawing on capabilities research on mobility and on mobilities research with special reference to the so-called mobilities paradigm in social science and the humanities.Mobility is generally considered one of several human capabilities and it is here suggested that climate change research could benefit from embracing a complex concept of mobility rather than what is offered in the literature at present. For example, the mobility as migration concept often overemphasises the moving aspects of mobility whilst underemphasising mobility’s mooring aspects. Further, it tends to focus on one of several mobilities, i.e. geographical or mobility, with the risk of leaving other, interrelated, social and existential mobilities out of sight, out of mind.The paper interrelates the fields of climate change vulnerability, capabilities and mobility thus links social justice to the ability to be moving and mooring in climatic times.

The main purpose of this article is to introduce a discussion about ethics and mobility in a climate change context. This is accomplished through a con-ceptual analysis of holistic mobility as positive freedom drawing on both mobilities and capabilities research. The analysis interrelates both theoreti-cally and methodologically the fields of climate change ethics, the capabili-ties approach, and recent mobilities research to link social ethics issues to wellbeing in the context of climate change vulnerability and adaptation. The article relays capabilities research on mobility and builds on and de-velops the concept of holistic mobility drawing on the recent so-called mo-bilities turn in social science and the humanities. It is argued that the concept of holistic mobility as a capability, may fur-ther inform the significance of mobility as an analytical lens in climate change ethics. Holistic mobility is presented as an alternative concept to geographical and/or social mobility, which often underplay the existential dimension of mobility, mobility's mooring aspects as well as the interrela-tions between moving and mooring. Thus, the article concludes that it is important to highlight the simultaneousness of existential, geographical and social mobility and that "existential mobility" should be considered in cli-mate change ethics in order to get an informed notion of the moral challeng-es associated with the mobility-wellbeing-climate change nexus.

This essay deals with an overlooked issue in the discourse of mobility and environmental ethics: what modes of moving do to me. I suggest that this issue makes more sense with regard to current research on ecopsychology, environmental psychology, postmodern theories, ecological feminism, ecotheology and the mobility discourse than the more common question: what are the best environmental consequences of our use of mobile machines? Starting from a social construction of technology or technosocial point of view (Bauchspies et al. 2006), according to which ‘technology is neither autonomous nor neutral, but dependent on particular social origins’ (Deane-Drummond 2004: 90), I suggest that discussions of the environmental ethical significance of mobile machines cannot be limited to their effects on the environment.The main aim of this essay is to introduce the concept of technogenic and impure identification processes and to suggest that this concept can generate new important questions for environmental mobility ethics. I suggest that the idea of technogenic and impure identifications might serve as a starting point for a new critical ethical endeavour that includes developing an understanding of a sustainable culture of automobility, along with generating new environmental awareness in this context, and a concept of environmental ethics that does not exclude relationships with machines.

Accordingly, the main questions are: what does it mean to engage in identification processes with mobile machines; how are technogenic and impure identification proc- esses connected to mobility; what kinds of questions would the concept of technogenic and impure identification processes pose for environmental mobility ethics?

The essay is interdisciplinary in so far as I use selected material from sociology, theoretical and empirical ecopsychology, ecotheology, ecological feminism, transport and planning research, postmodern theories and robotics. To some extent this is also a transdisciplinary work, since I shall also draw on my own experiences of having relationships with mobile machines.I shall discuss different concepts or views of the relationships between self, nature and machines. That is, I presuppose that individual and cultural views of the self and of machines have a bearing on our understandings of what constitutes a moral issue and how moral issues can be dealt with in the context of sustainable development.

I suggest that if we (may) engage in technogenic identification processes, this implies that we may see ourselves as impure mobile moral agents. Furthermore, I argue that the idea of mobile moral agents as impure can help develop our environmental ethical reflections on mobility in the context of sustainable development.The essay consists of eight sections. First, I introduce the main aims and questions of the essay. I then present the theoretical background for my reflections, and discuss the concept of mobility. I suggest that mobility as potential movement allows for the discussion of three modes and spaces of mobility: internal and external embodied space, geographical space and existential space. Additionally, I suggest that potential mobility in existential space (motility) is a prerequisite for identification proc- esses. In the following sections I introduce a typology of anthropogenic, ecogenic and technogenic identification processes. Following research in empirical environ- mental psychology, I suggest that identification with mobile machines (may) involve the same or similar aspects as identification with non-human organisms. I go on to discuss ideas of impure identification processes and the cyborg as an environmental ethical ideal and impure border dweller. Finally, I conclude with a discussion of what modes of moving may do to us and suggest some implications for environmental mobility ethics that follow from the idea of an individual being an impure mobile agent.

This paper presents an environmental ethical analysis of two Swedish out door education practices; I Ur och Skur and Naturskolan. The main aim of the analysis is to clarify whether it is possible to detect certain environmental ethical orientations in the particular out door education practices. The results of an in-depth reading of key texts from the selected out door education practices are presented using environmental ethical positions from the well-known intrinsic value discourse in environmental ethics, key positions in radical ecology and a theoretical framework from environmental psychology. The study shows a strong tendency towards instrumental transformative values of nature and ecogenic identifications with nature-others such as animals and rocks, which includes an anthropomorph and physiomorph circle of interpretation of nature experiences. Finally, based on the results we suggest a number of analytic questions that can be further developed into environmental content analysis of empirical data and text.

This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.

The main aim of the paper is to discuss students' learning and personal development through developing scientific didactic models in education for sustainable development (ESD) based on rural small school conditions. A partial aim is to present a heuristic research methodology where collaboration between school staff, researchers, neighboring local actors, and the local geographical location contributes to developing ESD theory and practice. 

Considering present eco-social-cultural challenges and respecting the earth's carrying capacity (Fettes och Blenkinsop, 2023) and planetary boundaries (Oziewicz, 2022) education is an important partner (Jickling et. al 2018). Hence, the need to understand practical challenges and to develop didactical tools for teaching and learning is crucial. Accordingly, this paper presents tentative results from a practice-based research project with three small schools in sparsely populated areas in the middle of Sweden.

The project builds on the assumption that schools’ geographical location is important for the kind of environmental and sustainability education that is possible and desirable. Furthermore, whereas place-based education research is common (see Yemini, Engel & Ben Simon 2023), research that focuses on small schools in sparsely populated communities is uncommon. In particular, the paper addresses questions concerning the potential of the local natural environment as an equally important partner in education. Other sustainability factors taken into consideration are how education can address migration into cities, extending formal education to formal-nonformal education in collaboration with neighboring local actors, and how to understand and organize students' learning in such teaching practice context (Miller, 2015; Pettersson, 2017; Wildy, et. al., 2014). Furthermore, those schools often engage in the proximity of the local community, place, and the culture and history of local communities. 

The paper builds on categorial Bildung-theory and critical constructive didactics (Klafki, 1995) to enable the importance of personal transformation change and the role of education in mastering the global challenges of an uncertain future (Wilhelmsson & Blenkinsop, accepted; Kvamme, 2021). Simultaneously, critical constructive didactics focuses on educational content and didactics as an intersection between theory and practice (Klafki, 2010). Didactic models are realized to the extent that they are used and tested in teaching practice where the practice is seen as both a starting point and frame of reference for didactic theory (Künzli, 2010). Furthermore, late Klafki introduces “epochal key problems” as important issues that are decisive for the future. This underlines the current and future responsibilities of both teachers and students and the readiness for learning and development that leads to mastering complex sustainability problems (Kvamme, 2021).

The research questions addressed are: 

What challenges and opportunities are constituted in teaching for sustainable development in small schools in sparsely populated areas? 

What are the pluralistic interaction areas for those schools with nature, the local community, and the socio-geographical location?

In what ways does a practical research methodology focusing on didactic models enable a locally relevant education for sustainable development?

Tentative results include:

Insights into how the school engages (and is engaged by) the local community in education for sustainable development.

Didactic models for locally relevant education for sustainable development, including appropriate skills and attributes, that relate critically and constructively to the school's mission.

A scientifically assessed research methodology that strengthens collaboration and is sustainable over time.

Method

The study design is based on an abductive logic that enables a continuous didactic reflection where theory and empirical evidence are mutually reinterpreted (Wilhelmsson & Damber, 2022). Accordingly, the reciprocal relationship between theory and empirical practice has a given place in the research process. Abduction's flexible choice of theoretical framework avoids one-sided analysis and uncritical explanations. This is favorable for studying, understanding, and explaining the complexity of education for sustainable development. In addition, a rapidly changing society demands the ability to constantly reconsider theoretical explanations in education and teaching.

Practitioner inquiry is used as methodology. Here, teaching becomes the concrete place for the investigation and thus constitutes a context for professional and cultural understanding and development (Cochran-Smith & Lytle, 2009). The methodology, which is critical and reflexive, enables the pedagogues' systematic reflection and thus a purpose-oriented study of local teaching practice.

The abductive design along with practitioner inquiry ensures that participating researchers and educators collaborate in data collection, activities, and analysis and that these activities also become learning opportunities for participating educators and researchers.

Didactic modeling is used throughout the phases of the project as it consists of three components, extraction (construct a tentative model based on empirical data), mangling (successive and purpose-oriented adaptation of the tentative models), and exemplifying (documentation of the use of the models in analysis and teaching) (Hamza and Lundqvist, 2023).

The empirical material consists of reflexive texts produced in direct connection to the teaching experience and through collaborative workshops, writing exercises, seminars, and interactive lectures in dialogue with participating pedagogues. Documentation from teaching planning and student participation constitutes supplementary material. Data is also collected using structured dialogues about central teaching cases, and in-depth follow-up interviews with a strategic selection of participating teachers and neighboring local actors. The processing of the material takes place with the aim of jointly and critically reflecting on the complexity of, and the change in, teaching practice in collaboration with the local community and the geographical location.

Conclusions

The project produces insights into how schools engage and are engaged by the local community in establishing ESD; research methods and methodology, partnership with small schools, teaching practices that relate critically to the school's commission; how researchers and practitioners can, in collaboration with neighboring local actors, contribute to developing didactic models for locally relevant ESD; identifying relevant skills for participating practitioners and researchers; didactic models for locally relevant education for sustainable development. 

The three evolving themes imply that locally relevant didactical models that relate critically and constructively to the school's mission in a global context should include collaboration with neighboring local community actors, the place, and nature; significant critical perspectives and student participation for student learning and development; conditions that are constitutive for living and working in sparsely populated communities. 

The preliminary analysis shows that the three themes are interconnected in most teaching activities and teachers' practice-reflections. The themes also comprise individual student perspectives, teaching practice, and the overall purpose of education. Importantly, although the local community needs and needs of the individual in this specific context is underlined the latter is emphasized in teaching practice. E.g. how to motivate students to learn, what kind of knowledge is underlined, and how to achieve specific competencies in this context. Furthermore, the proximity of the local community, and the culture and history that characterize the geographical location, are celebrated at the same time as social norms and values may be challenged through education to fulfill the school's mission.

Additionally, the practitioner inquiry includes pedagogues' systematic reflection and a purpose-oriented study of local teaching practice that implies an imbalance between researchers and practitioners. Practitioners question if their teaching practice are correct and struggle with theoretical perspectives. Hence, researchers´ efforts to contextualize theory into teachers' practice is important. In addition, the work is time-consuming.

References

Cochran-Smith, M. & Lytle, S.L. (2009) Teacher Research as Stance. The SAGE Handbook of Educational Action Research, Susan E. Noffke, and Bridget Somekh (Red), s. 39–49. SAGE Publications.

Fettes, Mark & Blenkinsop, Sean (2023) Education as the Practice of Eco-Social-Cultural Change. Palgrave Macmillan Cham https://doi.org/10.1007/978-3-031-45834-7

Hamza, K &Lundqvist, E. (2023). Mangling didactic models for use in didactic analysis of Classroom interaction. I Lizogate, F., Klette K., och Almqvist, J. (2023) (red) Didactics in a Changing World. European perspectives on Teaching, learning and the curriculum. (s 103–121). Springer Nature Switzerland: 

Jickling, B., Blenkinsop, S., Timmerman, N. & De Danann Sitka-Sage, M. (2018). Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene. Springer International Publishing AG. 

Klafki, W. (1995). Didactic analysis as the core of preparation of instruction (Didaktische Anlyse als Kern der Unterrichtsvorbereitung). Journal of Curriculum Studies, 27(1), 13-30. Klafki, W. (2010). The significance of classical theories of bildung for a contemporary concept of allgeminbildung. In, I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktic tradition (pp. 85-107). Routledge. 

Klafki, W. (2010). The significance of classical theories of bildung for a contemporary concept of allgeminbildung. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktic tradition (pp. 85-107). Routledge. 

Kvamme, O. (2021). Rethinking Bildung in the Anthropocene: The case of Wolfgang Klafki. Theological Studies, 77 (3), a 6807, 1-9. Künzli, R. (2010). German didactic models of re-presentation, of intercourse, and of experience. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a Reflective Practice. The German Didaktik Tradition (pp. 41-54). Routledge. 

Miller, P. (2015). Leading remotely: exploring the experiences of principals in rural and remote School communities in Jamaica. (Case study). International Journal of Whole Schooling, 11(1), 35. 

Oziewicz, M. (2022). Planetarianism Now: On Anticipatory Imagination, Young People’s Literature, and Hope for the Planet. In: Paulsen, M., jagodzinski, j., M. Hawke, S. (eds) Pedagogy in the Anthropocene. Palgrave Studies in Educational Futures. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-90980-2_12

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The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.

Energy production and consumption give rise to issues of justice for future humans. By analysing a specific case - Swedish energy politics - this article contributes to the discussion of how consideration for future humans should affect energy policy making. It outlines three different energy scenarios for the period 2035-2065 - the nuclear-renewables, the renewables-low and the renewables-high scenarios - and assesses them from the point of view of justice for future individuals by using the capabilities approach as a normative framework. We cannot make a definitive assessment of the different scenarios due to the great uncertainties involved in determining the impacts on individuals living between 2035 and 2065 and individuals born thereafter, but we still conclude that we have certain reasons to prefer the renewables-low scenario since it avoids certain risks connected with the other scenarios. The economic growth in this scenario is lower than in the others, but we question whether this is a disadvantage from the point of view of the capabilities approach.

This article aims to introduce a view of scaling as a learning process. In the article we discuss the concept of ‘scaling up’ or ‘scaling’ of Education for Sustainable Development (ESD) activities on the basis of how ‘scaling up’ ESD is highlighted in the UNESCO Global Action Programme (GAP) on ESD. Drawing on a Deweyan theory of learning as processes of transactional encounters, the article presents a conceptual framework of scaling-ESD- activities-as-learning. This conceptual framework is intended to have implications for ESD policy and ESE research. The theoretical specications and practical implications presented are results of data collected using a participatory research approach (Re-Solve) and an abductive analysis. In this article, we argue that viewing scaling as a learning process enables a nuanced notion of scaling ESD-activities. This should be seen in relation to (a) complex sustainability challenges, (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of signicant importance to scaling research.

Highlights:

-Education about, through and for human rights, peace and sustainability in the global north and south is investigated from students’ point of view.

- Knowledge, skills, and attitudes in line with international recommendations are evidentin all national contexts.

- Students may identify violations of human rights and recognise acts of violence but struggle more to identify issues linked to sustainability and strategies to solve conflicts.

- Knowing how to promote human rights, peace, or sustainability is more of a challenge than identifying human rights, peace, or sustainability.

- Impact from teaching is associated with local contexts and a mix of teaching methods,both student centred and teacher directed

Crisis management planning and response can be improved by regional governments and organisations learning from one another. Specifically, comparative learning may be a benefit when groups understand the perceived effectiveness of various regional approaches when responding to different types of hazards. This article presents findings from a comparative case study analysis of regional governance perspectives of crisis management for geopolitical events and natural hazards in the Sunshine Coast, Australia, and Gotland, Sweden. Data were collected and analysed using document analyses and semi-structured interviews with regional practitioners. It was found that regional crisis management is increasingly influenced by global processes that are affecting the scales and characteristics of crises. As a result, prospective regional governance must evolve to include more international perspectives in crisis management and account for activities and processes that take place beyond arbitrary political boundaries.

Owing to rapid urbanisation, cities are becoming a key locus for making sense of, and influencing, social and technological development. Urban sustainability is high on the research as well as on the development agenda. The complexity of modern cities often defies conventional governance mechanisms to promote sustainability, such as regulation, information and economic incentives. This has prompted a growing interest in innovative approaches based on collaborative learning in diverse groups of stakeholders in pursuit of sustainability. In this article, we wish to contribute to, and advance, the research and practice regarding urban sustainability by exploring the experiences of designing and facilitating a programme for multi-stakeholder collaboration, trust-building and concerted action in six cities in Europe, southern Africa and Southeast Asia. We apply an action research method called ‘learning history’ to understand the learning processes in the design and facilitation team and in two multistakeholder groups in Makana in South Africa and Malmö in Sweden. The findings illustrate how collaborative learning theory and systems thinking framed useful praxis for facilitating rich learning processes in these three teams. The article is presented in four sections: Section 1 provides the introduction and orientation; Section 2 provides a process description of the design of the SUS Programme; Section 3 provides learning histories; and Section 4 provides reflexive engagement on these.