Stefan Bengtsson

Stefan Bengtsson
Uppsala University | UU · Department of Education

Doctor of Philosophy

About

24
Publications
2,835
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166
Citations
Introduction
Stefan Bengtsson is senior lecturer at the Department of Education, Uppsala University and is associate professor (docent) of didatik. He has been national coordinator for ESD in Sweden and is currently deputy link convenor for the Environmental and Sustainability Education network of the European Education Research Association.
Additional affiliations
September 2014 - October 2015
Uppsala University
Position
  • Lecturer
September 2014 - November 2015
Uppsala University
Position
  • Lecturer
January 2012 - May 2012
University of Wisconsin–Madison
Position
  • Visiting Fellow

Publications

Publications (24)
Article
Full-text available
This paper aims to investigate the corona-crisis as a large-scale, unplanned and unintended global experiment of ‘public pedagogy’. An investigation is focused on touching upon emergent questions such as: What does our experience of the crisis brought about by the emergence of this specific virus tell us about our assumptions of learning and of pub...
Presentation
Full-text available
Summary ● Need to rethink the relation between learning/teaching – education – development: Problem with holism and history (development) ● Transgression as breaking with historicity and moving ”beyond” hegemony
Chapter
The Pluriversity for stuck humxns is an exploratory dialogue between early career researchers and established researchers. It responds to the concern that dominant forms of knowledge production are not assisting us to move towards life affirming ways of being and that alternatives are possible. The production of this chapter is one of many new acts...
Presentation
Full-text available
Presentationen kommer att belysa lärdomar från och utmaningar i det Svenska arbetet med Utbildning för Hållbar Utveckling (UHU) före och under FN-programmet ”Global Action Programme on ESD”. Specifikt så belyses den Svenska tolkningen av UHU i utbildningspolitik, forskning och undervisningspraktik. Arbetet med UHU kontextualiseras mot bakgrunden av...
Presentation
Full-text available
Content: 1. Dark Pedagogy - an outline 2. Object-oriented learning/education without nature 3. Object-oriented didactics
Article
This article draws on the emerging speculative realist philosophical movement in order to develop new understandings of the issues and content of education that needs framing and reframing within environmental and sustainability education (ESE) research. We argue for the potential of using speculative realist concepts such as correlationism, hypero...
Presentation
Full-text available
An alternative didactical outlook that breaks with Idealism and rethinks axiomatic starting points for teaching intervention that engages with the object of education.
Chapter
This chapter introduces the link between speculative realism and pedagogical and educational issues that acts as the background for our conception of Dark Pedagogy. Dark pedagogy is situated as an effort to understand and rethink current pedagogical and educational perspectives on how we handle issues such as the imminent climate crisis, environmen...
Chapter
This chapter engages with death by relating death to the notion of the subject at the core of educational thought. Death is shown to tell us something about the subject as learner and its assumed unity, autonomy and invulnerability. Educational thought drawing on the notion of the Enlightenment learner is not able to think its own death. Accordingl...
Chapter
This chapter aims to provide a tentative outline of a pedagogy of vulnerability. Building upon the consideration of the educative potential of death, a pedagogy of vulnerability is to explore in what way education might relate to the vulnerability of the learner. A pedagogy is to be outlined that is engaging with the anticipation of a future self a...
Article
Full-text available
This paper develops a theory of transgressive learning (t-learning) as it was experimented with in the International Science Council t-learning network. The method applied is a diffractive reading of conceptions of transgression in academic publications emerging from different cases. The results show that there can be no definite conduct to or unde...
Presentation
Full-text available
'Transformative pedagogic practice' probes the gap between the policy Education for Sustainable Development (ESD) and contextualized pedagogic practice in India’s heterogeneous educational system. The book explores opportunities for innovation and paradigm change in reproductive classroom teaching and develops principles and methods for ESD grounde...
Book
Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education. Drawing on the work of the classic horror author H.P. Lovecraft and new materialist insights of speculative realism, the authors link Lovecraft’s ‘tales of the horrible’ to the current spectres of environm...
Chapter
This chapter interrogates the concept of nature as central to the understanding of education, learning, and the position of the child in education. Based on a problematization of the concept of nature, a philosophy of education without nature is outlined. This philosophy is substantiated by a conception of object-oriented learning, where learning i...
Article
Assumptions are readily made about the global nature and discourse of education for sustainable development. This study challenges assumptions made about structural power as expressed through Education for Sustainable Development (ESD) policy and politics of education. Focusing on the concept of sustainable development (SD) and ESD, the research ex...
Book
Full-text available
The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainabl...
Article
Full-text available
The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates...
Article
Full-text available
This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD’s ideological and globalising tendency. Further, the authors of this...

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Projects

Projects (5)
Project
CliFVac is a Green Transition research project, funded in full by the Independent Research Fund, Denmark. The purpose is to investigate and support socio-cultural transition towards climate friendly vacation practices. The project integrates the academic fields of environmental sociology, communication and learning, utilizing practice theory and actor-network theory as theoretical entry points. It contributes to research by exploring how media and informal learning feed into and shape pro-environmental transition processes. Empirically, the project focuses on two groups of vacationers: young adults and the 50+ segment. Through a mixed method approach, it investigates the imaginaries, desires, competences and material conditions that influence vacation practices. These insights will illuminate ties between media content, informal learning and people’s lifeworld, expanding our understanding of how imaginaries, sentiments and competences are formed and maintained, thereby providing valuable lessons regarding the socio-cultural dimension of green transition in general. Duration: January 2022 – July 2025 https://projects.au.dk/clifvac/
Project
This project aims at rehabilitating the role of emotions, sensuous and body in a) processes of learning and b) teaching by producing a theoretical and practical integrated framework of Visceral Bildung (VB). VB refers here to the aesthetic and phenomenological grounding of the formation process of self/humanity as engaging with the future. VB is to think and practically engage through and in education (in the wider sense) with the formation of bodily sensitivity to the world and intellectual receptiveness to the vulnerable or exposed body. The focus on the vulnerable or exposed body is to allow for an ecological conception of Bildung, where an engagement with the aesthetic and sensuous aspects of learning is to attune education to the tension between peak knowledge and the emotional distress the ecological crisis causes in the Anthropocene.
Project
The first purpose of the project is to analyse the institutional dimension of teaching, i.e. to identify different manners of teaching dealing with controversial sustainability issues. The second purpose is to analyse the learning—both the process and the content—within the identified manners of teaching.