Pernilla Andersson

Senior lecturer

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Works at Department of Humanities and Social Sciences Education
Telephone 08-16 45 99
Visiting address Svante Arrhenius väg 20 A, plan 3,4,5
Room P 443
Postal address Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik 106 91 Stockholm

About me

Pernilla Andersson is senior lecturer in social sciences education at HSD since january 2017. She has a background as teacher in social sciences, international economomics, environmental economics and history within upper secondary education in Sweden. She has also worked as lecturer, mentor/supervisor and project manager in the field of environment and sustainability education (nationally and internationally). She has a master degree in educational sciences with specialisation in curriculum theory from Uppsala University and a doctoral degree in environmental science with specialisation in educational sciences from Södertörn University. Sustainability issues and different (often interdisciplinary) ways to take on these often 'wicked' issues in the context of business, economics and social sciences education in general are central for her work, both when it comes to teaching and research interests. 


I have experience of teaching at uppersecondary level in subjects such as social sciences, international economics, environmental economics and history. I have also experience of working with pedagogical development as project manager, mentor or supervisor for teachers or others involved in the development of mostly global education, environment and sustainability education, and gender pedagogy (nationally and internationally). 

Andersson, Pernilla, and Ulrika Lundquist. 2006. 'Gender didactics for sustainability - bridges between vision and reality'. Paper presented at World Environmental Education Congress (WEEC). Durban, 2007.

(for the original text see the Swedish version)


My research interest involves environment and sustainability education with specific focus on exploring education in economics (in a broad sense) and how education could be developed so that students could become better equipped to address sustainability issues. Issues that often are complex and uncertain. 


Doctoral Thesis

Andersson, P. (2016). The Responsible Business Person - Studies of Business Education for Sustainability. (Phd), Södertörn University, Huddinge.   (Södertörn Doctoral Dissertations 116)


Journal Articles (peer-reviewed)

Andersson, P. (2018). Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice. Environmental Education Research, 24(5), 648-662. doi:10.1080/13504622.2017.1320704

Andersson, P., & Öhman, J. (2016). Logics of business education for sustainability. Environmental Education Research, 22(4), 463-479. doi:

Andersson, P., Öhman, J., & Östman, L. (2011). A business to change the world. Utbildning & Demokrati, 20(1), 57-74. doi:


A selection from Stockholm University publication database
  • 2019. Pernilla Andersson. Sustainable Development Teaching

    The ‘wicked’ character of sustainability issues points to the need for education to prepare students to make decisions (also) in the absence of clear guidelines and regulation. This chapter contributes to this need by presenting teaching approaches that offer students embodied experiences of decision-making in face of sustainability problems characterised by uncertainty and complexity. Short practical examples illuminating situations in business education at upper secondary level are provided to illuminate: (a) when different worldviews regarding how sustainability problems should or could be addressed come to the fore, and (b) emancipatory educational qualities in terms of subjectification. The different worldviews that comes to fore in the practical examples relates to whether or not trade automatically leads to socially and environmentally optimal outcomes, and whether a business (person) should be guided by an a-moral/a-political or moral/political business ideal. The practical examples illuminate what could be described as dislocatory moments. Drawing on the concept of ‘dislocatory moments’ the chapter presents a didactic model that could be used to identify room for subjectification processes together with a change of views regarding sustainability issues.  The ambition is to facilitate teachers’ development of teaching that could contribute to change for sustainability without compromising emancipatory education ideals. 

  • 2018. Pernilla Andersson. Journal of Social Science Education 3, 46-62
Show all publications by Pernilla Andersson at Stockholm University

Last updated: July 12, 2019

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