It has been clear for decades that climate change will lead to devastating consequences, and how these challenges should be addressed is being discussed on all levels of society. One example is the new EU Forest Strategy for 2030 which is a part of the European Union’s work to cope with the climate crisis. However, many of today’s transboundary and creeping crises are subject to challenges when agreeing on common strategies forward, such as the climate crisis. The purpose of this thesis is to investigate how the theories of sense making and meaning making can help in better understanding these challenges. By studying the disagreements between four Swedish actors and the European Commission on the new EU forest strategy for 2030, this thesis demonstrates a practical example of the challenges to address, in a coordinated fashion, climate change. The research is based on a case study approach with the theoretical framework including sense making and meaning making. The theoretical background is complemented by qualitative content analysis and qualitative semi-structured interviews. The results show that the perspectives from sense making and meaning making help better understand the difficulties in agreeing on common strategies to cope with the climate crisis, with the new EU Forest Strategy for 2030 as the example.

The ongoing Covid- 19 pandemic has globally affected aspects such as health, economy and welfare all around the world. The demand for effective communication is to a very high degree a priority from the leading actors in society, such as the media, government and authorities, in order to respond to the spread of infection. The purpose of this bachelor’s essay is therefore, to study how countries like Sweden and Denmark communicate the crisis of Covid- 19, based on Arjen Boins theoretical framework of meaning-making. The frame functions consist of the following: explaining what happened, offering guidance, instilling hope, showing empathy and state responsibility. Meaning making is an important function in crisis communication to reduce political and public uncertainty through crisis communication by the political leaders in crisis management. The political leaders seeks to convince the general public by formulating a convincing message.  The design of this essay is comparative, where the methods consist of a qualitative approach through the use of text analysis. Prime ministers and state epidemiologists will be analyzed on the basis of their participation in press releases. The time period was selected between march-may 2020. The reason for the selected time period is based on the first wave of the virus.  The conclusion of this essay was that there were many similarities and differences in the countries application of meaning making. The noticeable similarities was that both countries have similar characteristics in their communication by helping the nations make sense of the crisis situation. Both countries provide the nation with guidelines which includes, social distancing, good hand hygiene and participation restrictions. However, it differs in how they communicate it. Sweden communicates the providing of guidelines through the assessment of the public health authority, which relies on the responsibility of the individual. Denmark, on the other hand, communicates the guidelines by the Prime Minister deciding on mandatory restrictions, through a total shutdown on society. Furthermore, communication differs on state responsibility, where Sweden used a different strategy which was intended to slow down the spread of infection by not shutting down society. Denmark communicated state responsibility by saying that strict measures are necessary in such types of situations, which allowed for the restriction of civil liberties and rights. The use of empathy and instilling hope were less salient, but both countries did use the strategy by informing that they will beat the spread of the virus together.

Orientador: Jackson Gois / Resumo: Formar professores para lidar com as exigências da sociedade é um desafio que buscamos superar constantemente. Parte relevante da preparação dos alunos de licenciatura, e um possível foco da formação docente, é a articulação entre a teoria e a prática, através da inserção desses alunos na prática docente. Outro ponto importante para entender o conjunto de saberes que forma um professor são os saberes docentes, caracterizados por Maurice Tardif. Nos últimos anos, além do aperfeiçoamento dos estágios supervisionados, surgiram programas como o Programa Institucional de Bolsas de Iniciação à Docência (PIBID), que procura proporcionar um ambiente de pesquisa e aproximação dos licenciandos com as escolas básicas, desenvolvendo seus saberes docentes frente a esse processo. O presente trabalho tem como objetivo entender como um conjunto específico dos saberes docentes, os chamados saberes experienciais, influenciam a internalização de conteúdos relevantes para alunos de licenciatura em Química, participantes de um subprojeto PIBID/Química. Para compreender essa internalização, trazemos elementos da teoria da ação mediada, baseados em James Wertsch, principalmente porque ela possibilita entender a aprendizagem como domínio e a apropriação de ferramentas culturais, e utilizamos a Análise Textual Discursiva na análise dos dados. Procuramos elucidar, dentro de nossos resultados, que os alunos de licenciatura se mostram tensionados entre identidade docente e discente, à medida que apresen... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Training teachers to deal with the demands of society is a challenge that we constantly seek to overcome. A relevant part of the preparation of undergraduate students, and a possible focus of teacher education, is the articulation between theory and practice, through the insertion of these students in teaching practice. Another important point to understand the set of knowledge that forms a teacher is the teaching knowledge, characterized by Maurice Tardif. In recent years, in addition to the improvement of supervised internships, programs such as the Institutional Teaching Initiation Scholarship Program (PIBID) have emerged, which seeks to provide an environment for research and approximation of undergraduates with elementary schools, developing their teaching knowledge in face of this. process. This paper aims to understand how a specific set of teaching knowledge, the socalled experiential knowledge, influences the internalization of relevant content for undergraduate chemistry students, participants of a PIBID / Chemistry subproject. To understand this internalization, we bring elements of James Wertsch's theory of mediated action, mainly because it makes it possible to understand learning as mastery and the appropriation of cultural tools. We use Textual Discursive Analysis to analyze our data. We seek to elucidate, within our results, that undergraduate students are tense between teacher and student identity, as they present ideas for valuing the specific contents of th... (Complete abstract click electronic access below) / Mestre

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Sammanfattning Studien tar avstamp från min yrkeserfarenhet från då musik spelas upp i en förskolekontext. Studiens syfte är att undersöka om och hur uppspelad musik i förskolan kan beskrivas som meningsskapande aktivitet. Den teoretiska utgångspunkten för studien hämtas från begreppet musicking som myntades av Christopher Small (1998, s. 9) där musikens mening blir till genom musikaktiviteter så som lyssnande, framförande och dansande. Jag har tagit fasta på hur lyssnandet tar sig uttryck i barns aktiviteter under uppspelandet av musik. Empirin inhämtades på två svenska förskolor under våren 2023. Genom observationer av barns aktiviteter vid uppspelning av musik, och gruppsamtal med barn om hur de associerar till musik, beskrivs olika meningsskapande i ord och teckningar. En särskild metod som använts har också varit mina egna teckningar av barns aktiviteter. Resultatet visas genom kategorierna passivt lyssnande och aktivt lyssnande. Passivt lyssnande beskrivs som aktiviteter som ger en mer subtil kroppslig resonans och då ett motstånd mot den uppspelade musiken eller föredragen tystnad ges uttryck åt. Aktivt lyssnade beskrivs där lyssnandet manifesteras genom musik som ljudbilder, dans, musikframförande och musikskapande. Undersökningen beskriver meningsskapandet genom möten som uppstår mellan barn, förskolepedagoger, rum och material där relationer utforskades tillsammans med musiken. Resultatet analyseras och diskuteras, även utifrån tidigare forskning, där musikval, som kan ses som en av de förberedande aktiviteterna av musicking, lyfts fram. Det relationella och subjektiva lyssnandet uppmärksammas och avslutningsvis beskrivs hur undersökningen tillsammans med begreppet musicking kan vidga synen på musikundervisning. / Abstract Title: Musical tracks – A study of music in preschool This study is based on my professional experience of music being played in a preschool context. The aim of the study is to examine if and how music played at preschool could be a “meaning-making” activity. The theoretical starting point is the concept of musicking developed by Christopher Small (1998, p. 9). In this concept the meaning of music is created through musical activities such as listening, performing and dancing. I have focused on how listening expresses itself in children's activities when music is played in the background. The data was gathered at two Swedish preschools in the spring of 2023. Through observations of children's activities when recorded music was playing in the background, I discovered different “meaning-making” in the children’s actions, words and drawings. I also used drawing as a method to gather data while observing the music activities. The results are presented through two categories, passive and active listening. Passive listening is described as activities that produced a more subtle bodily resonance and when a resistance to the background music or a preference for silence was expressed. Active listening is described when the listening is manifested through music such as sound images, dance, performance and/or creation of music. The study shows how creation of meaning occurs between children, preschool teachers, rooms, and materials where relationships are explored together with music. The results are analysed and discussed based on previous research where music selection is highlighted, which can be seen as one of the preparatory activities of musicking. Focus is on relational and subjective listening. In conclusion, the research, show along with the concept of musicking, that the view of music education can be broadened.

This thesis puts forth a model for analyzing and understanding the social construction of the concept of place. The Place Deconstruction Model (PDM) consists of a decentered and a centered perspective. The decentered perspective identifies three instances of sense making, at the levels of perception (crude place), meaning making (constructed place), and the building of artifice (commodified place). The centered perspective accounts for the subjectivity of the observer, as determined by memory, expectations, and the experience of the here and now. The method of analysis involves the juxtaposition of spatial (space, place identity, place image), temporal (time, history, heritage), and social (being, self identity, self image) lenses that require adjustment of parameters such as perspective and unit of analysis. The findings derived from the application of this model have both academic and practical applications.

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