Johan Öhman
Title: Professor School/office: School of Humanities, Education and Social Sciences
Email:
Phone: +46 19 303269
Room: F3217
Research subject
Research environments
About Johan Öhman
Johan Öhman, PhD, is Professor of Education at Örebro University’s School of Humanities, Education and Social Sciences. He is one of the founders of the research environment SMED (Studies of Meaning-making in Educational Discourses) and is leading the research group ESERGO (Environmental and Sustainability Education Reserach Group Örebro). For the past 20 years he has been involved in teacher training and student supervision. He is the author and co-author of several textbooks and articles on the subjects of outdoor, environmental and sustainability education. His area of research is ethical and democratic issues within the sphere of sustainability, environmental and outdoor education, and he is the author of several research papers, book chapters and textbooks, both in Swedish and in English, on these themes. In his research he uses a methodology based on sociocultural learning theory, John Dewey’s pragmatic philosophy and the later works of Ludwig Wittgenstein.
Research projects
Research projects
- Implementation of education for sustainable development the relationship between norm supporting structures and student moral learning
- Moral Relations in Encounters with Nature
- Food and health in educational contexts
- Teaching global equity and justice issues through a critical lens
- What counts as signs of knowledge in mathematics?
Research teams
Research teams
Publications
Publications
Articles in journals |
Chapters in books |
Collections (editor) |
Conference papers |
Doctoral theses, comprehensive summaries |
Manuscripts |
Reports |
Articles in journals
Schoultz, M. , Öhman, J.
& Quennerstedt, M. (2020). A review of research on the relationship between learning and health for older adults. International Journal of Lifelong Education.
Nicklas, L.
& Öhman, J. (2019). A posthuman approach to human-animal relationships: advocating critical pluralism. Environmental Education Research, 25 (8), 1200-1215.
Boström, M. , Andersson, E. , Berg, M. , Gustafsson, K. M. , Gustavsson, E. , Hysing, E. , Lidskog, R. , Löfmarck, E.
& et al.
(2018). Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach. Sustainability, 10 (12).
Larsson, C.
& Öhman, J. (2018). Music improvisation as an aesthetic event: Towards a transactional approach to meaning-making. European Journal of Philosophy in Arts Education, 3 (1), 121-181.
Andersson, E.
& Öhman, J. (2017). Young people’s conversations about environmental and sustainability issues in social media. Environmental Education Research, 23 (4), 465-485.
Andersson, P.
& Öhman, J. (2016). Logics of business education for sustainability. Environmental Education Research, 22 (4), 463-479.
Öhman, J. (2016). New ethical challenges within environmental and sustainability education. Environmental Education Research, 22 (6), 765-770.
Öhman, J. , Öhman, M.
& Klas, S. (2016). Outdoor recreation in exergames: a new step in the detachment from nature?. Journal of Adventure Education and Outdoor Learning, 16 (4), 285-302.
Andersson, K.
& Öhman, J. (2015). Moral relations in encounters with nature. Journal of Adventure Education and Outdoor Learning, 15 (4), 310-329.
Rudsberg, K.
& Öhman, J. (2015). The role of knowledge in participatory and pluralistic approaches to ESE. Environmental Education Research, 21 (7), 955-974.
Klaar, S.
& Öhman, J. (2014). Children’s meaning making of nature in an outdoor-oriented and democratic Swedish preschool practice. European Early Childhood Education Research Journal, 22 (2), 229-253.
Klaar, S.
& Öhman, J. (2014). Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning. International Journal of Early Years Education, 22 (1), 37-58.
Öhman, J. (2014). Om didaktikens möjligheter: ett pragmatiskt perspektiv. Utbildning och Demokrati, 23 (3), 33-52.
Sund, L.
& Öhman, J. (2014). On the need to repoliticise environmental and sustainability education: rethinking the post-political consensus. Environmental Education Research, 20 (5), 639-659.
Sund, L.
& Öhman, J. (2014). Swedish teachers’ ethical reflections on a study visit to Central America. Journal of Moral Education, 43 (3), 316-331.
Sandell, K.
& Öhman, J. (2013). An educational tool for outdoor education and environmental concern. Journal of Adventure Education and Outdoor Learning, 13 (1), 36-55.
Kronlid, D. O.
& Öhman, J. (2013). An environmental ethical conceptual framework for research on sustainability and environmental education. Environmental Education Research, 19 (1), 21-44.
Rudsberg, K. , Öhman, J.
& Östman, L. (2013). Analyzing students' learning in classroom discussions about socioscientific issues. Science Education, 97 (4), 594-620.
Öhman, J.
& Gustafsson, B. (2013). DEQUAL: a tool for investigating deliberative qualities in students’ socioscientific conversations. International Journal of Environmental and Science Education, 8 (2), 319-338.
Öhman, J. (2013). En respons till Swedish environmental and sustainability education research in the era of post-politics?. Utbildning och Demokrati, 22 (2), 123-129.
Öhman, J.
& Öhman, M. (2013). Participatory approach in practice: an analysis of student discussions about climate change. Environmental Education Research, 19 (3), 324-341.
Klaar, S.
& Öhman, J. (2012). Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool. European Early Childhood Education Research Journal, 20 (3), 439-454.
Öhman, M.
& Öhman, J. (2012). Harmoni eller konflikt?: en fallstudie av meningsinnehållet i utbildning för hållbar utveckling. NorDiNa: Nordic Studies in Science Education, 8 (1), 59-72.
Andersson, P. , Öhman, J.
& Östman, L. (2011). A business to change the world: moral responsibility in textbooks for international economics. Utbildning och Demokrati, 20 (1), 79-96.
Sund, L.
& Öhman, J. (2011). Cosmopolitan perspectives on education and sustainable development: between universal ideals and particular values. Utbildning och Demokrati, 20 (1), 13-34.
Quennerstedt, M. , Öhman, J.
& Öhman, M. (2011). Investigating learning in physical education: a transactional approach. Sport, Education and Society, 16 (2), 159-177.
Öhman, J. (2011). Theme: New Swedish environmental and sustainability education research. Utbildning och Demokrati, 20 (1), 3-12.
Sandell, K.
& Öhman, J. (2010). Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective. Environmental Education Research, 16 (1), 113-132.
Læssøe, J.
& Öhman, J. (2010). Learning as democratic action and communication: framing Danish and Swedish environmental and sustainability education. Environmental Education Research, 16 (1), 1-7.
Rudsberg, K.
& Öhman, J. (2010). Pluralism in practice: experiences from Swedish evaluation, school development and research. Environmental Education Research, 16 (1), 95-111.
Öhman, J. (2009). Sigtuna think piece 4: climate change education in relation to selective traditions in environmental education. Southern African Journal of Environmental Education, 26, 49-57.
Öhman, J.
& Östman, L. (2008). Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach. Canadian Journal of Environmental Education, 13 (1), 57-72.
Öhman, J. (2008). Erfarenhet och meningsskapande. Utbildning och Demokrati, 17 (3), 25-46.
Öhman, M.
& Öhman, J. (2008). Power in action: Possibilities and restraints in ESD practice. Envigogika, 3 (1).
Almqvist, J. , Kronlid, D. , Quennerstedt, M. , Öhman, J. , Öhman, M.
& Östman, L. (2008). Pragmatiska studier av meningsskapande. Utbildning och Demokrati, 17 (3), 11-24.
Almqvist, J. , Kronlid, D. , Quennerstedt, M. , Öhman, J. , Öhman, M.
& Östman, L. (2008). Tema: Didaktiska undersökningar. Utbildning och Demokrati, 17 (3), 5-10.
Öhman, J.
& Östman, L. (2007). Continuity and change in moral meaning-making – a transactional approach. Journal of Moral Education, 36 (2), 151-168.
Öhman, J. (2006). Pluralism and criticism in environmental education and education for sustainable development: a practical understanding. Environmental Education Research, 12 (2), 149-163.
Rudsberg, K.
& Öhman, J. (). The role of knowledge in participatory and pluralistic approaches to ESE. Environmental Education Research.
Chapters in books
Boström, M. , Lundahl, C.
& Öhman, J. (2020). Inledning: Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling.
In:
Magnus Boström, Christian Lundahl, Johan Öhman, Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling. (pp. 7-19).
Örebro: Örebro Universitet.
Tryggvason, Á.
& Öhman, J. (2020). Kunskap + värde = sant.
In:
Andreas Fejes och Magnus Dahlstedt, Perspektiv på skolans problem: Vad säger forskningen? (pp. 393-406).
Lund: Studentlitteratur AB.
Öhman, J.
& Kronlid, D. O. (2019). A pragmatist perspective on value education.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 93-102).
Milton Park and New York: Routledge.
Östman, L. , Van Poeck, K.
& Öhman, J. (2019). A transactional theory on sustainability learning.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 127-139).
Milton Park and New York: Routledge.
Östman, L. , Van Poeck, K.
& Öhman, J. (2019). A transactional theory on sustainability teaching: Teacher moves.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 140-152).
Milton Park and New York: Routledge.
Rudsberg, K.
& Öhman, J. (2019). Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 175-184).
Milton Park and New York: Routledge.
Tryggvason, Á.
& Öhman, J. (2019). Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 115-124).
Milton Park and New York: Routledge.
Öhman, J.
& Östman, L. (2019). Different teaching traditions in environmental and sustainability education.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 70-82).
Milton Park and New York: Routledge.
Van Poeck, K. , Östman, L.
& Öhman, J. (2019). Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 153-161).
Milton Park and New York: Routledge.
Van Poeck, K. , Östman, L.
& Öhman, J. (2019). Introduction: sustainable development teaching – ethical and political challenges.
In:
Katrien Van Poeck, Leif Östman och Johan Öhman, Sustainable development teaching: ethical and political challenges (pp. 1-12).
. Routledge.
Öhman, M.
& Öhman, J. (2019). Power and governance in environmental and sustainability education practice.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 185-193).
Milton Park and New York: Routledge.
Öhman, M.
& Öhman, J. (2019). Power and governance in environmental and sustainability education practice.
In:
Katrien Van Poeck; Leif Östman; Johan Öhman, Sustainable development teaching: ethical and political challenges (pp. 185-193).
. Routledge.
Östman, L. , Van Poeck, K.
& Öhman, J. (2019). Principles for sustainable development teaching.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 40-56).
Milton Park and New York: Routledge.
Öhman, J.
& Östman, L. (2019). The ethical tendency typology: Ethical and moral situations in environmental and sustainability education.
In:
Katrien Van Poeck, Leif Östman and Johan Öhman, Sustainable Development Teaching: Ethical and Political Challenges (pp. 83-92).
Milton Parl and New York: Routledge.
Öhman, J.
& Sandell, K. (2016). Environmental concerns and outdoor studies: nature as fosterer.
In:
Barbara Humberstone, Heather Prince & Karla A. Anderson, Routledge International Handbook of Outdoor Studies (pp. 30-39).
Abingdon, Oxon: Routledge.
Andersson, K. M. , Rudsberg, K.
& Öhman, J. (2015). Miljödidaktisk lärandeanalys.
In:
Leif Östman, Naturmötespraktiker och miljödidaktiskt lärande (pp. 235-254).
. Uppsala universitet.
Öhman, J. , Andersson, K.
& Sandberg, M. (2013). Barns möte med naturen.
In:
Peter Fredman, Marie Stenseke, Klas Sandell, Anders Mossing, Friluftsliv i förändring: resultat från ett forskningsprogram: slutrapport (pp. 115-130).
Stockhom: Rapport (Statens naturvårdsverk).
Öhman, J. , Wolf-Watz, D. , Sandell, K.
& Beery, T. (2013). Friluftsliv och miljöengagemang.
In:
Peter Fredman, Marie Stenseke, Klas Sandell, Anders Mossing, Friluftsliv i förändring: resultat från ett forskningsprogram: slutrapport (pp. 145-159).
Stockhom: Naturvårdsverket.
Öhman, M.
& Öhman, J. (2011). Kroppen i friluftslivet.
In:
Klas Sandell, Johan Arnegård, Erik Backman, Friluftssport och äventyrsidrott: utmaningar för lärare, ledare och miljö i en föränderlig värld (pp. 147-172).
Lund: Studentlitteratur AB.
Öhman, J. (2010). Klimatundervisning: fakta, normer eller kritiskt tänkande?.
In:
Birgitta Johansson, Sverige i nytt klimat: våtvarm utmaning (pp. 433-443).
Stockholm: Forskningsrådet Formas.
Kronlid, D. O.
& Öhman, J. (2010). Tankeredskap för klimatididaktiska val.
In:
David O. Kronlid, Klimatdidaktik: att undervisa för framtiden (pp. 146-163).
Stockholm: Liber.
Englund, T. , Öhman, J.
& Östman, L. (2008). Deliberative communication for sustainability?: A Habermas-inspired pluralistic approach.
In:
Sustainability and security within liberal societies: Learning to live with the future (pp. 29-45).
London: Routledge.
Öhman, J. (2008). Environmental ethics and democratic responsibility: a pluralistic approach to ESD.
In:
Johan Öhman, Values and democracy in education for sustainable development: contributions from Swedish research (pp. 17-32).
Malmö: Liber.
Kronlid, D. , Öhman, J.
& Friman, E. (2008). Lärande och utbildning för hållbar utveckling.
In:
Eva Friman, Carina Borgström Hansson, Hållbar utveckling och lärande: inspirationsskrift för universitetslärare (pp. 9-14).
Solna: Världsnaturfonden WWF.
Quennerstedt, M. , Öhman, M.
& Öhman, J. (2007). Friluftsliv, hälsa och livskvalitet.
In:
Britta Brügge, Matz Glantz, Klas Sandell, Friluftslivets pedagogik: för kunskap, känsla och livskvalitet (pp. 195-208).
Stockholm: Liber.
Öhman, J. (2004). Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students' constitution as democratic citizens.
In:
Per Wickenberg ..., Learning to change our world?: Swedish research on education & sustainable development (pp. 33-57).
Lund: Studentlitteratur.
Öhman, J.
& Sundberg, M. (2004). Rörelse i naturen: ett alternativt kroppsmöte.
In:
Iann Lundegård, Per-Olof Wickman, Ammi Wohlin, Utomhusdidaktik (pp. 171-186).
Lund: Studentlitteratur.
Collections (editor)
Van Poeck, K.
(ed.)
, Östman, L.
(ed.)
& Öhman, J.
(ed.)
(2019). Sustainable Development Teaching: Ethical and Political Challenges. Milton Park and New York: Routledge (Routledge Studies in Sustainability ).
Öhman, J.
(ed.)
(2008). Values and democracy in education for sustainable development: contributions from Swedish research. Malmö: Liber.
Conference papers
Öhman, J. (2018). Selective traditions of environmental and sutainability education revisited.
Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Öhman, J. (2018). The ethical tendency typology.
Paper presented at The European Conference on Educational Research (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Rudsberg, K. , Öhman, J.
& Östman, L. (2017). A Transactional Perspective on Meaning-making: Democratic Discussions.
Paper presented at ECER 2017, Copenhagen, Denmark, August 22-25, 2017. European Educational Research Association.
Öhman, J.
& Sund, L. (2017). Ethical reflections.
Paper presented at ECER 2017, Copenhagen, Denmark, August 22-25, 2017.
Öhman, J. (2017). Smed methodology.
Paper presented at ECER 2017, Copenhagen, Denmark, August 22-25, 2017.
Öhman, J. (2013). Sustainable Development in Educational Practice : Possibilities and Restraints.
Paper presented at The European Conference on Educational Research 2013 (ECER), Istanbul, Turkiet, 10–13 september, 2013.
Sund, L.
& Öhman, J. (2013). Teachers’ ethical reflections on a North–South study visit.
Paper presented at ECER i Istanbul, Turkiet, 10–13 september, 2013.
Sund, L.
& Öhman, J. (2012). Poststructural criticism of cosmopolitanism: implications for education for sustainable development.
Paper presented at American Educational Research Association (AERA).
Öhman, J. (2009). Att utbilda för hållbar utveckling: Ett pluralistiskt perspektiv.
In:
Mathias Demetriades och Cecilia Karlström, Nycklar till framtiden Lärande för hållbar utveckling. Paper presented at Nycklar till framtiden - lärande för hållbar utveckling, Nyköping 18-19 november 2009 (pp. 9-19).
Quennerstedt, M. , Öhman, J.
& Öhman, M. (2009). Investigating learning in physical education.
Paper presented at BERA Conference 2009, Manchester, UK.
Sandell, K.
& Öhman, J. (2008). Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective.
Paper presented at Friluftsforskning 2008, Karlstad, 12–13 november, 2008.
Wickenberg, P.
& Öhman, J. (2008). Från undervisningsområde till etablerat forskningsfält: forskarnätverk som stöd och stimulans för mångvetenskaplig forskning om och för utbildning för hållbar utveckling.
In:
Resultatdialog 2008 forskning inom utbildningsvetenskap. Paper presented at Resultatdialog 2008, Karlstad (pp. 111-118). Stockholm: Vetenskapsrådet.
Almqvist, J. , Quennerstedt, M. , Öhman, J. , Öhman, M.
& Östman, L. (2008). Pragmatic investigation: studies of meaning-making in educational practices.
Paper presented at NFPF/NERA Conference 2008.
Doctoral theses, comprehensive summaries
Öhman, J. (2006). Den etiska tendensen i utbildning för hållbar utveckling: meningsskapande i ett genomlevandeperspektiv.
(Doctoral dissertation).
(Comprehensive summary)
Örebro: Örebro universitetsbibliotek.
Manuscripts
Klaar, S.
& Öhman, J. Doing, knowing, caring and feeling : Exploring relations between nature-oriented teaching and preschool children’s learning.
Tryggvason, Á.
& Öhman, J. Den politiska dimensionen i samhällskunskap.
Öhman, J.
& Östman, L. Developing the sociocultural perspective on moral meaning-making : the question of individual continuity and change.
Teledahl, A.
& Öhman, J. The Logic of Communication in Competency Frameworks for Mathematics.
Reports
Boström, M.
(ed.)
, Lundahl, C.
(ed.)
& Öhman, J.
(ed.)
(2020). Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling. Örebro: Örebro Universitet (Rapporter i pedagogik 23).
Öhman, J. , Mårtensson, F. , Lisberg-Jensen, E.
& Söderström, M. (2011). Den nyttiga utevistelsen?: Forskningperspektiv på naturkontaktens betydelse för barns hälsa och miljöengagemang. Stockholm: Naturvårdsverket (Naturvårdverkets rapporter 6407).
Bladh, G. , Boman, M. , Emmelin, L. , Ernerfeldt Burman, L. , Haraldson, A. , Henningsson, S. , Lindhagen, A. , Lundmark, L.
& et al.
(2008). Vara i naturen: varför eller varför inte? Delresultat från en nationell enkät om friluftsliv och naturturism i Sverige. Forskningsprogrammet Friluftsliv i förändring.
Quennerstedt, M.
& Öhman, J. (2000). Perspektiv på hälsa. Örebro: Örebro universitet.