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  • 1.
    Miles, Lee
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Olsson, David
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    National Political Elites and the Lisbon Treaty: Altered and/or Unaltered Expectations?: An Evaluation of British and Swedish National Policymakers using a Micro-Fusion Framework2011Report (Other academic)
    Abstract

    This FInal Paper represents one of the final outputs of the 'European Polity Post Lisbon' project funded as part of a Jean Monnet Multinational Research Group project (of the EU Lifelong Learning Programme). The Paper introduces a Micro-Fusion Framework (MFF) in order to understand how the development, agreement and implementation of the 2007 Lisbon Treaty can be viewed by nation-states and perceived by national policymakers, institutions and elites. The Final Paper presents preliminary results of an empirical survey of British and Swedish policymakers involved with the Lisbon Treaty. The results of this investigation suggest that specific attention upon the degree and forms of national awareness, action, adaptation and attitudes among national elites and institutions offer academic value-added towards understanding of the future development of a post-Lisbon EU

  • 2.
    Olsson, David
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Conditions of ‘Sustainability’: The Case of Climate Change Adaptation in Sweden2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    By describing climate change as one of the greatest challenges of our time, the Swedish government has expressed a commitment to climate change adaptation as an integral part of the country’s sustainable development efforts. Sweden has also been portrayed as a frontrunner of climate policy and sustainable development. However, research and rankings describe even the ‘good example’ of Sweden as unsustainable, including its responses to climate change. Transformation is needed.

    Based on the ‘what’s the problem represented to be?’ (WPR) approach, this thesis describes and problematizes conditions of ‘sustainability’ constituted through problem representations of governing climate change adaptation in Sweden. In addition, the study provides a discussion of alternative problem representations constituting conditions with new possibilities for transformation.

    The empirical material for the analysis of current conditions in Sweden consists of policy documents as well as interviews with municipal and regional experts involved in promoting and implementing adaptation. I also analyze conditions constituted through problem representations in research. These are used as points of comparison for the problematization of conditions in Sweden.

    My conclusions are that the current conditions of ‘sustainability’, constituted through the problem representations in Sweden, create a focus on advancing functional governance of adaptation as well as a focus on reducing marginalization of neglected sustainability concerns by integrating them with the current order of things. Problematizations of domination are largely absent. I argue that possibilities for transformation could be advanced by problematizing domination. Through problematizations of the current decentralization of responsibility, the integration imperative, and the primacy of economic growth over environmental and social dimensions of sustainability, I suggest ways in which this type of problematization could be facilitated.

  • 3.
    Olsson, David
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Improving Teaching and Learning Together: A Literature Review of Professional Learning Communities2019Report (Refereed)
    Abstract [en]

    This report reviews the research literature on professional learning communities (PLCs) in order to provide insights into of how practice-based research, in the form of various types of collaborative inquiry, could be promoted in ways that improve teaching and learning in Swedish schools. The review is based on research from many parts of the world, published in peer reviewed English-speaking journals and books. It thus has relevance beyond the Swedish context as well. The report presents research findings demonstrating the benefits of PLCs. It also describes the defining characteristics of these PLCs. Finally, it provides a research informed discussion of how PLCs could be developed and sustained, including suggestions that can inform future research. The report thus offers several important insights that can prove valuable to both researchers and policy makers seeking ways to develop teaching and learning in primary and secondary schools.

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