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To provide insight into young people’s attitudes toward community, place, and public discourse on youth and the environment, and to constructively situate the concept of “a sense of place” within these insights for critical pedagogy and community development.

This project utilizes a grounded theory approach to identify salient themes in young people’s expressions of place relationships through poetry. About 677 poems about “local watersheds” written by youth aged 5–18 for the River of Words Poetry Contest between 1996 and 2009 are analyzed using poetic and content analysis.

Findings include the importance of place experiences that employ risk-taking and play, engage central family relationships, and provide access to historical and political narratives of place for the development of constructive place relationships. We also present findings regarding emotions in the sample, showing changing levels of hope and idealism, sadness, pessimism, and other emotions as expressed in the poems.

Using poetic analysis to study attitudes, values, and feelings is a promising method for learning more about the perceptions and values of individuals that affect their self-efficacy and agency.

Engaging youth as active participants and empathetic knowledge-creators in their own places offers one opportunity for critical reflective development in order to combat and reframe disempowering public discourses about young people and their relationships to nature and community. Educators can use this research to adapt contextually and emotionally rooted methods of place-based learning with their students.

The paper uses a nontraditional, mixed methods approach to research and a unique body of affective data. It makes a strong argument for reflective, experiential, and critical approaches to learning about nature and society issues in local contexts.

In this chapter, the issue of social justice in teacher education is addressed from a Swedish perspective. The chapter begins by briefly describing the Swedish educational context in schools and teacher education, with a specific emphasis on the task of educators and teacher educators to promote social justice and as a consequence to this counteract various forms of social violence: such as violation, including bullying, harassment, and discrimination. The second section introduces evidence on fruitful strategies for counteracting social violence in school, based on a national research study that takes into account international research. Following this, we exemplify how these findings are interlaced the pedagogies of teacher education in Sweden. The chapter ends with thoughts on such pedagogies in an international context, and a brief conclusion.

This chapter provides a comprehensive presentation and discussion of special education in Sweden. The presentation and discussion are tied deeply to the country’s general education system which incorporates social and political aspects as well as beliefs in equity for all.

The municipalities in Sweden have a large degree of independence as such special education can be organized in different ways. Yet, within each municipality’s educational structure is the common theme that students are different therefore teaching cannot be the same for everyone. The following chapter sections provide the reader with a better understanding of Sweden’s general special education system today: legislative acts that ensure equal access to education; the special education context; the history of special education and service in Sweden; the expansion of special education starting in the 1960s and early 1970s; current prevalence data; a clarification of differentiation, inclusion and categorization; teacher preparation advances; problems in schools and student’s difficulties; a description of inclusive education; and current challenges to inclusive education.

The chapter proposes a model for evaluating environmental information based on informativity as a measurement of whether corporate environmental disclosures provide readers with information relevant for making reasonable assessments of companies’ environmental work.

On a general level, informativity denotes a set of universal principles for information qualities. In order to make informed assessments, information ought to provide readers with information on specific projects, outcome, and long-term impact. The model proposed herein allows researchers and practitioners to quantify corporate environmental information based on a set of key textual variables. By allowing for the quantification of qualitative information, the model allows for comparative studies of CSR communication across, for example, companies, sectors, and nations.

The model is applicable for corporations with an interest to evaluate their performance by applying standardized and set principles.

The model can be used as a tool for consumers and investors alike in making better and more informed assessments about a corporation’s environmental initiatives and performances. This application is particularly relevant for stakeholders with an interest in developing statistical data for assessing and benchmarking environmental communication.

The chapter proposes a model for evaluating environmental information as a measurement of whether corporate environmental disclosures provide readers with information relevant for making reasonable assessments of companies’ environmental work.

Why did Sweden and Norway arrive at different conclusions with regards to the introduction of corporate gender quotas? The chapter points to two decisive and interwoven explanations.

First, there is a question of varieties of capitalism – even within the Scandinavian model: The strong and traditionally socially responsible Swedish business life enjoyed more autonomy than their Norwegian counterpart, making it harder for the Swedish state to interfere in business life. In Norway, on the other hand, the state was a dominant capitalist itself whereas private owners in general were small and dispersed. Consequently, the capacity of the state to interfere in business life was larger, compared to Sweden.

Second, there is a matter of different cultures concerning gender equality and the attitudes towards state intervention: In Norway, an established gender quota tradition and rather positive attitudes towards state intervention created a moderate discursive climate in gender equality matters. A discursive tradition accepting women as a group as different from men as a group gave politicians a larger scope of action concerning gender equality measures directed at women only. In Sweden, the discursive climate was more hostile towards state intervention, and there was a less strong tradition for legally imposing gender quotas. In addition, Swedish feminists were active and conflict-oriented, thereby creating a polarized gender equality discussion in a public life traditionally oriented towards consensus-based solutions to political discrepancies.

This research explores the relevance of the Austrian tradition within the field of public policy studies. Policy studies is a research field about what governments can do. Austrian economics, conversely, mostly highlights the shortfalls of government intervention: as such overlapping seems limited. However, broadly speaking Austrian principles have indirectly influenced two aspects of policy studies: the conceptualization of the policy cycle as an imperfect process driven by actual individuals with limited knowledge and bounded rationality, and the creation of a regulatory framework that forces policy makers to reflect upon unintended consequences, by using evidence and data. This regulatory framework, assessed in this chapter by reading several regulatory guidelines through Austrian lenses, provides a new window of opportunities for Austrian economics to be relevant in the policy process. Austrian economist can be taking part in the regulatory process and also help select regulatory tools and institutional infrastructures that minimize the unintended consequences of government intervention, while contributing to the definition of social problems that enter the policy agenda from an individualistic perspective.