Abstract This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sweden. The study is built on action-based research and the data material was analysed through directed qualitative content analysis. We argue that place is an aspect of pedagogical settings that needs more consideration in teaching practices, and that various features of education, such as language, meaning-making, literacy development of various kinds, and identity building, are intertwined with place. The results of this study show that interactions between students and direct encountering with two outdoor places are connected with student agency, emancipation and empowerment. The learning opportunities enabled in these two pedagogical settings were, at least in part, due to the teachers’ non-prescriptive directions and an “outside-the-box” way of thinking. Such approaches supported and empowered students and allowed them develop critical thinking on their own terms.

中文翻译：

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通过批判性的地方教育法提高儿童的识字率和生态素养

摘要 本文提倡对扫盲和生态扫盲发展的教育采取整体方法，并以瑞典义务教育班级的两个不同案例研究的数据为基础。该研究建立在基于行动的研究之上，并通过定向定性内容分析对数据材料进行了分析。我们认为，地方是教学环境中需要在教学实践中更多考虑的一个方面，并且教育的各种特征，如语言、意义创造、各种识字发展和身份建设，都与地方交织在一起。这项研究的结果表明，学生之间的互动和与两个户外场所的直接接触与学生的能动性、解放和赋权有关。在这两种教学环境中提供的学习机会至少部分是由于教师的非规定性指导和“开箱即用”的思维方式。这些方法支持并赋予学生权力，并让他们以自己的方式发展批判性思维。