Bøger af Lena Rothe

Master's Thesis from the year 2022 in the subject Pedagogy - Higher Education, grade: 1, Göteborg University (Department of Pedagogical Curricular and Professional Studies), course: Education for Sustainable Development, language: English, abstract: This study focuses on achieving an in-depth understanding of teacher educators' and teacher students' perspectives on garden-based learning in the teacher education program in several universities in Germany. The theoretical framework is based on three theories. Garden-based learning, as proposed by Gaylie (2009), focuses on the role of the garden in teacher education as environment, community, and transformation. As suggested by Meek and Tarlau (2016), critical food system education approaches food system change by helping students realise their potential in structurally transforming the food system through collective action. Actor network theory analyses the human-nature relationship by not privileging one over the other. A mixed method approach was applied, incorporating semi-structured interviews with eight teacher educators and an online survey with six teacher educators and 81 teacher students from five German universities. This methodological approach enabled an in-depth and holistic understanding of their perspectives of the learning garden and food system education to emerge. The collected data were thematically analysed, and codes were generated inductively and deductively. The results indicate that receiving support from various stakeholders is essential for teacher educators, and that the motivation of the teacher educators is indispensable for initiating a learning garden in the teacher education programme. The teacher educators that started learning gardens mostly have previous experiences related to garden-based learning. The teacher students and teacher educators perceived the learning garden as a place for experiential learning, where the traditional student-teacher relationship can be challenged. According to teacher students, learning outcomes such as social competency, conscientiousness, self-efficacy, and action competency could be developed in the learning garden. It was found that teacher educators did not consider food system education in learning gardens to a great extent. Moreover, teacher students and teacher educators both perceive the learning garden as contributing to a more sustainable food system through a more sustainable diet and consumption pattern.

Master's Thesis from the year 2021 in the subject Tourism - Miscellaneous, grade: Pass, Uppsala University, course: Sustainable Destination Development, language: English, abstract: This paper argues that ecovillages are places where students can learn hands-on techniques to reduce their climate-anxiety and conclude by suggesting that HEI should initiate cooperation with local ecovillages to improve the problem of climate-anxiety among students. Climate-anxiety is a growing mental health issue among the public and particularly among students in sustainability-related fields in Higher Education Institutions (HEI). The research field of climate-anxiety has emerged after 2007, and it also relates to other increasingly relevant mental health responses to environmental destruction, such as eco-anxiety. This study examines how HEI can better address climate-anxiety. Specifically, it investigates whether non-formal actors like ecovillages can help students to cope with climate-anxiety. In this context, climate-anxiety is party attributed to the way HEI teach about it. While education on climate change overly addresses cognitive learning, social and emotional learning are neglected. Ecovillages are increasingly recognising their role in Education for Sustainable Development (ESD) and, through novel pedagogical approaches, can balance the shortcomings of HEI. Exploring the capacity of ecovillages for ESD and coping with climate-anxiety, the study includes five case studies of distinct ecovillages on three continents. The aim is on how educational tourism to ecovillages can help students to cope with climate-anxiety. This study found that lecturers do not sufficiently address climate-anxiety in HEI or Student Mental Health Services (SMHS) in Sweden.