Magnus Børre Bragdø

• Bragdø, Magnus Børre (2026). Bærekraftige samfunn: Erfaringer fra et lokalpolitisk rollespill om energipolitikk i lærerutdanningen. I Trysnes, Irene & Skjølberg, Katja H-W (Red.), Kjerneelementer i samfunnsfag - fagdidaktiske perspektiver. Universitetsforlaget. ISSN 9788215075914. s. 99–118. doi: https:/www.universitetsforlaget.no/kjerneelementer-i-samfunnsfag-1. Fulltekst i vitenarkiv Vis sammendrag

  I denne boka viser forfatterne hvordan kjerneelementene i samfunnsfag kan brukes i undervisning, forskning og profesjonsutvikling. Forfatterne kombinerer praktiske studier og teoretiske diskusjoner for å vise hvordan disse elementene kan anvendes i møtmed elever, studenter og lærere - og hvilke faglige og didaktiske spørsmål de reiser. Boka tar for seg viktige temaer som: Undring og utforskning Kritisk tenkning i den digitale tidsalderen Demokratiopplæring Identitet og rasisme Menneskerettigheter Urfolk og nasjonale minoriteter Historiebevissthet og 22. juli Bærekraftig utvikling Målet med boka er å gi nye perspektiver på hvordan samfunnsfagets kjerneelementer kan forstås og brukes i skolen for å støtte elevenes dannelse. Kjerneelementer i samfunnsfag er skrevet for lærerutdannere, lærere, studenter og forskere som ønsker å styrke forståelsen av samfunnsfaget som danningsfag - og bidra til videre utvikling av fagets praksis og teori.

• Bragdø, Magnus Børre; Tollefsen, Irene & Eidsvik, Erlend (2025). A safe pluralistic space? – An exploration of teacher students’ perspectives on the contribution of social studies to education for sustainable development. Acta Didactica Norden (ADNO). 19(2). doi: 10.5617/adno.11388. Fulltekst i vitenarkiv Vis sammendrag

  Education for sustainable development (ESD) has been afforded a larger presence in the recent revision of the Norwegian social studies syllabus, yet few specific challenges are mentioned. While the concept now appears more important in terms of increased presence, the classroom implementation becomes a matter for teachers to choose and define. Consequently, teacher education programs hold a significant responsibility in equipping future teachers with a solid professional foundation to make informed choices. This study examines how a cohort of teacher students perceive the role of social studies in contributing to ESD and how these perceptions could influence the approach of teacher educators in addressing sustainable development within social studies edu­cation. Our analysis is based on group interviews with social studies teacher students (N=21) and teacher student inputs (N=7) provided through the digital tool Mentimeter during seminar. The informants expressed a broad range of relevant topics, skills and perspectives, emphasizing the inherent complexity of the SD concept. This complexity was addressed both explicitly and implicitly through the diverse topics and consider­ations encompassed within social studies. We interpret that the students envision what we term a “safe pluralistic space”, wherein diverse perspectives are presented, allowing students to explore and formulate their own opinions. Based on this empirical case, we discuss ways to work explicitly with the multitude of perspectives, topics and methods of ESD in social studies teacher education.

• Bragdø, Magnus Børre; Tuszyńska, Ligia & Żeber-Dzikowska, Ilona (2023). Concept of Sustainable Development in Local Philosophies of Scandinavian Countries. Studia Ecologiae et Bioethicae. ISSN 1733-1218. 21(3), s. 69–81. doi: 10.21697/seb.2023.19. Fulltekst i vitenarkiv Vis sammendrag

  This article was inspired by the cooperation between two university teams implementing a Polish-Norwegian project Green Schoolbag for the Earth Climate. The project was aimed at preparing early school pedagogy teachers and students for the implementation of education for sustainable development (SD). A study trip to Norway and sharing experience gave rise to studying Norwegian curricula and educational literature. The study findings revealed that local educational philosophies and SD in the four Scandinavian countries differ in social, cultural and educational terms. The article presents the historical background to introducing SD into social and cultural habits in each of the countries and, consequently, lifestyles typical of the inhabitants of these countries. Four types of lifestyles are compared: Finish sisu, Norwegian friluftsliv, Danish hygge and Swedish lagom. The analysis proved that Scandinavian countries have similar climate and values as regards their attitudes to nature. However, differences in local philosophies are visible and their inhabitants present specific lifestyles, different behaviours and social and cultural principles behind their attitudes to the SD concept. The conclusion of the article puts an open question about Polish people’s local philosophy, lifestyle and SD education.

• Bragdø, Magnus Børre (2022). Education for sustainable development in social studies: A scoping review of results from Scandinavian educational research. Nordidactica. ISSN 2000-9879. 12(4), s. 100–123. Fulltekst i vitenarkiv Vis sammendrag

  In recent years, education for sustainable development (ESD) has been given increased attention, not only in the science and geography subjects, but all through the curricula. In the Norwegian context, ESD is implemented as an interdisciplinary theme in the newly revised curriculum, and similar changes are happening in countries all over the world. This ongoing shift has implications for both teachers and researchers, and raises the question: what do we know about ESD in social science didactics? The present study is a scoping literature review of Scandinavian research on ESD in social science didactics. The goal of the study was to give an overview of the research at present, as well as to scope out an agenda for further research. Using a range of inclusion and exclusion criteria, 25 studies were identified on the subject. The review shows, first and foremost, that the field is small, as well as predictably fragmented given the size of the sample. Some tendencies both in regards to themes and methods were identified. The majority of the sample studies used documents like curricula and textbooks as their data source. Thematically, teacher conceptions and attitudes towards ESD, often in comparison between subjects, were the most common objects of inquiry. Student or teaching-centred research was less prominent. The review shows a need for more research on ESD practices in social science classrooms and its implementation into teacher education.

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• Tollefsen, Irene & Bragdø, Magnus Børre (2024). “Your opinion is not necessarily my opinion – and there you have the world in a nutshell”: Pre-service teachers’ views of social studies’ contribution to education for sustainable development. Fulltekst i vitenarkiv
• Bragdø, Magnus Børre (2023). The Role of Teacher Education for Teachers’ ESD Self-efficacy: A Comparative Analysis. Fulltekst i vitenarkiv
• Veland, Siri; Olsen, Stian; Wilhelmsen, Marthe Elden & Bragdø, Magnus Børre (2022). Bærekraftig utvikling i skole og samfunn: muligheter og utfordringer. Fulltekst i vitenarkiv
• Bragdø, Magnus Børre (2022). Education for sustainable development in the Norwegian curriculum. Fulltekst i vitenarkiv
• Bragdø, Magnus Børre (2022). Utdanning og bærekraft i samfunnsfagene – en review av skandinaviske studier. Fulltekst i vitenarkiv
• Bragdø, Magnus Børre & Mathé, Nora Elise Hesby (2021). Ungdomsskoleelevers demokratiske deltagelse. Bedre Skole. ISSN 0802-183X. 2021(1), s. 68–72. Fulltekst i vitenarkiv

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