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PNS0193

Miljökommunikation

In this course, participants will engage with four of the above-mentioned principles in greater depth. Each of these will be covered by one day of the core week of the course (week 3).



Day 1 examines the role of communication as understood in the participants’ research, looking at both instrumental and constitutive concepts of communication, and the implications for our research.



Day 2 will explore the participants’ research from an ‘agency vs. structure’ perspective, reflecting on their analytical vantage point, ‘unit of analysis’, and the theoretical implications connected to their choice of perspective.



Day 3 challenges the participants to reflect on their role as researchers – on a spectrum from ‘objective observer’ to ‘activist’.



Day 4 explores the role of ‘power’ as a construct in communication research.



Throughout the course, participants will also discuss implications of their perspectives for their choice of methods, and the question what might make environmental communication different from other types of communication (e.g., health or science communication).



The core week of the course will be preceded by two weeks of preparatory reading (following a reading list, 40 hours). Each day will consist of a mix of lectures, discussions, workshops and reflective writing exercises in which the participants explore how they position their work on a given spectrum, what the implications of different standpoints are (what are the assumptions, and what are the consequences of taking this perspective?) and what this means for sustainability transformations – what can be learnt from these different perspectives, and who can use these insights and how? Each participant is requested to write an essay (which can form the basis of a section in their PhD thesis) that situates their own research in the context of the four dimensions addressed in the course (see above) that are relevant for their work, and identifies the (potential) contributions of their research to the wider academic debate. Course teachers as well as fellow participants will provide feedback on the draft essays, and these comments can then be used to further improve the text

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