Victoria W. Thoresen

• Thoresen, Victoria W. (2019). Consumer citizenship. I Takahashi, Yoshiaki (Red.), Consumer Citizenship: Textbook of Consumer Education. Keio University Press. ISSN 978-4-7664-2633-5. s. 84–90.
• Thoresen, Victoria W. (2017). How transformational learning promotes caring, consultation and creativity, and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network. International Review of Education. ISSN 0020-8566. 63(6), s. 915–934. doi: 10.1007/s11159-017-9688-4. Vis sammendrag

  Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm – despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners’ ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner’s understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the “magic synergy of creative caring” can result in the emergence of individuals who are willing and able to move from “business as usual” towards more socially just, economically equitable, and environmentally sensitive behaviour.

• Thoresen, Victoria W. (2015). Empathy and Empowerment : The Fruits of Family Life. I Bernard, Catherine & Shea, John (Red.), Giving Children a Voice : The Transforming Role of the Family. Cambridge Scholars Publishing. ISSN 1-4438-7045-5. s. 127–134.
• Thoresen, Victoria W. (2015). The route to responsible living: Doubting, discovering, daring and doing. I Thoresen, Victoria W.; Didham, Robert J.; Klein, Jørgen & Doyle, Declan (Red.), Responsible Living: Concepts, Education and Future Perspectives. Springer. ISSN 9783319153049. s. 13–23. doi: 10.1007/978-3-319-15305-6_2.
• Didham, Robert J.; Doyle, Declan; Klein, Jørgen & Thoresen, Victoria W. (2015). Introduction: Responsible Living. Concepts, Education and Future Perspectives. I Thoresen, Victoria W.; Didham, Robert J.; Klein, Jørgen & Doyle, Declan (Red.), Responsible Living: Concepts, Education and Future Perspectives. Springer. ISSN 9783319153049. s. 3–12. doi: 10.1007/978-3-319-15305-6_1.
• Thoresen, Victoria W. (2014). Polishing the Jewels of Humanity: Sharing Responsibility for Children. I Bernard, Catherine & Shea, John (Red.), Nurturing Families around the World. Sage Publications. ISSN 978-81-321-1135-1. s. 16–29.
• Thoresen, Victoria W. (2013). Sustainable Lifestyles and Social Responsibility. I Bernard, Catherine & Shea, John (Red.), Family: Heart of Humanity. Cambridge Scholars Publishing. ISSN 978-1443843270. s. 105–120.
• Thoresen, Victoria W. (2013). "1 + 1 = 5". I Shrader, Ulf; Fricke, Vera; Doyle, Declan & Thoresen, Victoria W. (Red.), Enabling Responsible Living. Springer. ISSN 978-3642220470. s. 9–16. Vis sammendrag

  The book focuses on responsible living as the individual’s contribution to sustainable development. We believe that sustainable development can only be achieved if individual freedom and responsibilities are balanced on a high level while taking social, ecological and economic needs into account. A crucial element to achieve this is to integrate different perspectives of stakeholders and co-create a joined approach through partnerships. While partnerships develop new opportunities for the stakeholders involved they also require a readiness for mutual understanding, respect and courage to co-create.

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• Thoresen, Victoria W. (2023). Sustainable Development, Education and Learning: The Challenge of inclusive, quality education for all. Agenda Publishing. ISBN 9781788214810. 221 s. Vis sammendrag

  “This thought-provoking book encapsulates the profound expertise and invaluable insights of its author, whose extensive experience shines through every page. The book challenges conventional paradigms and inspires readers to reconceptualize education for sustainable development as a transformative force that nurtures not only intellectual growth but also the development of compassionate and engaged global citizens. I can highly recommend the book to educators, policymakers, students and scholars alike as a source of inspiration to reimagine education and unlock its potential to create sustainable change.”

• Thoresen, Victoria W.; Didham, Robert J. & Berg, Linde (2017). Dare to Differ: Responsible and Sustainable Living Images and Objects Active Learning Toolkit #8. PERL. ISBN 978-82-8380-007-4. 46 s.
• Thoresen, Victoria W.; de Raaf, Sacha; Burford, Gemma; Maguire, Helen; O'Dononghue, Miriam & Jegou, Francois [Vis alle 7 forfattere av denne artikkelen] (2016). Learning to Do: Education for Sustainable Living. Partnership for Education and Research about Responsible Living. ISBN 9788276719789. 28 s.
• Thoresen, Victoria W. & O'Donoghue, Miriam (2016). Why Buy? The symbolic value of consumption. Partnership for Education and Research about Responsible Living. ISBN 9788276719871. 48 s.
• Thoresen, Victoria W.; Didham, Robert J.; Klein, Jørgen & Doyle, Declan (2015). Responsible Living: Concepts, Education and Future Perspectives. Springer. ISBN 9783319153049. 283 s.

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• Thoresen, Victoria W. (2023). Broken Links and Harmful Consequences. I Strandenæs, Jan Gustav (Red.), The People's Environment Narrative; compiled by Stakeholder FOrun for a Sustaianable Future and Norwegian Forum for Environment and Development. United Nations Environment Program.
• Thoresen, Victoria W. (2022). SDG4: Inclusive, quality education.
• Thoresen, Victoria W. (2022). Wondering, wandering and daring: key aspects of collaborative, comprehensive education for sustainable development.
• Thoresen, Victoria W. (2022). Utdanning for Bærekraftig Utvikling: hvorfor, hva og hvordan.
• Thoresen, Victoria W. (2021). Utdanning for bærekraftig forbruk, Forbrukersosiologi: Bærekraft, digitalisering, identitet og makt. Fagbokforlaget. ISSN 9788245033762. s. 582–595.
• Thoresen, Victoria W. (2021). Agenda 2030.
• Thoresen, Victoria W. (2021). Sustainable Lifestyles.
• Thoresen, Victoria W. (2020). Sustainable Lifestyles and Education: Where do we go now?
• Thoresen, Victoria W. (2020). Improving Education for Sustainable Lifestyles.
• Thoresen, Victoria W. (2020). Constructive, Transformational Change.
• Thoresen, Victoria W. (2020). Bærekraftsmålene og utdanning for bærekraftig utvikling.
• Thoresen, Victoria W. (2020). Learning about Sustainable Lifestyles in a Post-pandemic world.
• Thoresen, Victoria W. (2020). Education for Social Cohesion.
• Thoresen, Victoria W. (2020). Empathy, Adaptability, Moderation and Sharing, Teacher Education for Sustainable Development and Global Citizenship, Critical perspectives on values, curriculum and assesssment. Routledge. ISSN 978-1-138-38551-1. s. 217–228. Vis sammendrag

  This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability

• Thoresen, Victoria W. (2019). Coherence:between principles and action,between policy and practice. (How is sustainable development embedded in and affected by educational planning, policies and law?) .
• Thoresen, Victoria W. (2019). Disasters, diseases and dependencies seen through the lens of positive deviance .
• Thoresen, Victoria W. (2019). Education for Sustainable Lifestyles-Progress and problems.
• Thoresen, Victoria W. (2019). Agenda2030 og Bærekraftsmålene .
• Thoresen, Victoria W. (2019). Finding the Balance: Why dealing with climate change and sustainable development requires large scale, fundamental change at all levels.
• Thoresen, Victoria W. (2018). Responsibility Roulette: Sustainable Lifestyles.
• Thoresen, Victoria W. (2018). Jumping to Sustainability: Active Learning and the Sustainable Development Goals.
• Thoresen, Victoria W. (2018). Communicating Sustainable Consumption: from Research to Practice.
• Thoresen, Victoria W. (2018). Our Collective Journey: How HEI's engage with citizens.
• Thoresen, Victoria W. (2018). The Evolution of Consumer Education and Education for Sustainable Living.
• Thoresen, Victoria W. (2018). Turning research and education into service for humanity.
• Thoresen, Victoria W. (2018). Key aspects of education for sustainable consumption and production.
• Thoresen, Victoria W. (2018). Learning about Sustainable Lifestyles in Latin America.
• Thoresen, Victoria W. (2018). Leveraging innovative partnerships with higher education institutions towards sustainable and resilient societies.
• Thoresen, Victoria W. (2018). Sustainability. Interdisciplinarity and Transformative Change: A Critical Realists Response to the Crisis System: "Concentrating on the four e’s: ecological, economical, ethical, existential crisis of sustainable development" .
• Thoresen, Victoria W. (2017). The progress of initiatives for education for sustainable living.
• Thoresen, Victoria W. (2017). PERL approaches to education for sustainable living.
• Thoresen, Victoria W. (2017). The future of education.
• Thoresen, Victoria W. (2017). How do the new Sustainable Development Goals effect our personal lives?
• Thoresen, Victoria W. (2017). Global Health Research: phd supervision seminar.
• Thoresen, Victoria W. (2017). Global Citizenship Education and Education for Sustainable Lifestyles: Collaborative Learning. Vis sammendrag

  Collaborative, transformative learning is an essential part of education for global citizenship and sustainable development. Three new learning methodologies and 14 sets of learning materials have been developed by PERL (The Partnership for Education and Research about Responsible Living). The methodologies are values-based, student-centered, activity-lead, media-related and involve the student’s daily life and local community in the learning process. They have been extremely popular amongst teachers and learners around the world.

• Thoresen, Victoria W. (2017). Education for Sustainable Lifestyles: Examples of Good Practice.
• Thoresen, Victoria W. (2017). The SDG’s as a tool for learning about change and cooperation. Vis sammendrag

  Individualism, nationalism and regionalism continue to be dominating drivers behind much of what occurs in the world today, be it within the realm of economics, societal transitions or environmental altercations. There is, however, also an emerging consensus about the need for creating a future characterized by universal peace, the eradication of poverty and the growth of sustainable development for all. The SDGs provide a framework for examining in an interdisciplinary, holistic manner the challenges and conflicts that threaten individual and collective health, security and well-being. The SDG’s call for a deep understanding of the inter-linkages between existing systems and processes, particularly as regards production and consumption. This presentation examines how the SDG’s can be used as a tool for learning about both grass-root and top-down initiatives for social change based on principles of unity in diversity and collaborative learning in action

• Thoresen, Victoria W. (2017). Heritage as a foundation for learning about sustainable development. Vis sammendrag

  Historically, communities have constructed their hopes and dreams on the bedrock of legends, traditions and past events. In post-colonial contexts where many diverse customs and practices have merged or disappeared, where commercial interests dominate, and where collective goals are articulated by global institutions, a serious disconnect can be discerned. This is particularly true in the case of “sustainable development”, a concept that is defined in numerous and often contradictory ways but which is the crux of most modern development and climate-change policies in both the North and the South. This presentation will examine how local heritage might be a foundation for understanding and implementing sustainable development. Does reflection one’s cultural roots help individuals and groups identify their core values? Can legends and traditions contribute to a deeper awareness of what sustainable development can be? How can social innovation based on relevant traditions ensure the participation in sustainable development of divergent groups in a society?

• Thoresen, Victoria W. (2017). Global viewpoints on Education for Sustainable Lifestyles.
• Thoresen, Victoria W. (2017). The Role of Creative Caring in Transformative Learning for Sustainable Development. Journal of Urban Culture Research. ISSN 2228-8279. 14, s. 8–13. doi: 10.14456/jucr.2017.1. Vis sammendrag

  This article addresses constructive change and examines the PERL (Partnership for Education and Research about Responsible Learning) Learning methodologies and materials.

• Thoresen, Victoria W. (2016). Cooperation for Education for Sustainable Lifestyles--Acheiving the SDGs.
• Thoresen, Victoria W. (2016). Collaborative Learning for Sustainable Development.
• Thoresen, Victoria W. (2016). The role of creative caring in transformative learning for sustainable lifestyles .
• Thoresen, Victoria W. (2016). The Educated Consumer: Chances and limits of consumer education.
• Thoresen, Victoria W. (2016). From Forest folklore to Global Goals--Education for the sustainable use of forests.
• Thoresen, Victoria W. (2016). The role of values, caring and creativity in achieving “good living”.
• Thoresen, Victoria W. (2016). Strategic Issues in Political Ecology: Environmental governance, labor conflicts and sustainable lifestyles in Latin America.
• Thoresen, Victoria W. (2016). Education for Sustainable Lifestyle: Policies and Practices.
• Thoresen, Victoria W. (2016). Transformative, holistic Learning for sustainable lifestyles.
• Thoresen, Victoria W. (2016). Ansvarlig Forbruk og Produksjon. I Tønnessen-Krokan, Borghild; Solheim, Arvid & Hancke Øgstad, Ingvild (Red.), Sytten Mål: En Framtid. Forum for Utvikling og Miljø.
• Thoresen, Victoria W. (2016). PERL/UNITWIN and Education for Sustainable Lifestyles.
• Guillen-Hanson, Georgina & Thoresen, Victoria W. (2016). Sustainable Lifestyles. [Internett]. youtube.
• Thoresen, Victoria W. (2016). Konsum–(K)ein Thema für die Schule? TOPACE Award.
• Thoresen, Victoria W. (2016). Education for Sustainable Lifestyles: What has been acheived and what needs to be done.
• Thoresen, Victoria W. (2016). Consumer Citizenship, Textbook of Consumer Education. Keio University Press. ISSN 9784766423075. s. 77–86.
• Thoresen, Victoria W. (2016). Global Action for Sustainable Consumption and Production.
• Thoresen, Victoria W. (2015). 10-Year Framework of Programs on Sustainable Lifestyles and Education--creating an action plan for education.
• Thoresen, Victoria W. (2015). 1) Principles for Accountability for Climate Change--Implementing Commitments 2)Values-Based education for Climate Change.
• Thoresen, Victoria W. (2015). Consumer Citizenship for the coming century.
• Thoresen, Victoria W. (2015). A Valuable Investment: Education for Sustainable Lifestyles.
• Thoresen, Victoria W. (2015). Bærekraftig Levesett--tankespinn eller nødvendighet?
• Thoresen, Victoria W. (2015). Moving into Higher Gir--Expanding Environment and Sustainability in Education Using a Lifestyle Approach.
• Thoresen, Victoria W. (2015). Learning Methodologies for Sustainable Lifestyles.
• Thoresen, Victoria W. (2015). Collaboration on Research and Education about Sustainable Lifestyles.
• Thoresen, Victoria W. (2015). Developing Telescopic Vision and Integrated Insights --A New Challenge for Home Economics.
• Thoresen, Victoria W. (2015). The 10-Year Framework of Programs and Education for Sustainable Lifestyles.
• Thoresen, Victoria W. (2015). UNITWIN Network for Education about Sustainable Lifestyles.
• Thoresen, Victoria W. (2015). A New Decade of Innovative Initiatives.
• Thoresen, Victoria W. (2015). Quality Education for Sustainable Development.
• Thoresen, Victoria W. (2015). Corporate Social Responsibility and Consumer Education in Norway.
• Thoresen, Victoria W. (2014). Sustainable Lifestyles and the Post-2015 Agenda--Searching for a World-embracing Vision. IAU Horizons - World Higher Education News. 20(3), s. 24–25.
• Thoresen, Victoria W. (2014). Advancing Sustainable Lifestyles and Education.
• Thoresen, Victoria W. (2014). Sherlock Holmes in A Spacesuit. Vis sammendrag

  Global perspectives on learning. This presentation examined the international processes focusing on quality education. It reviewed existing monitoring systems and goals for formal and informal education. In particular, the presentation shared information about the role of education in acheiving sustainable development and a new lifestyle paradigm.

• Thoresen, Victoria W. (2014). ESD and Sustainable Consumption and Production. I Buckler, Carolee (Red.), Shaping the Future We Want UN Decade of Education for Sustainable Development (2005-2014) Final Report. Unesco. ISSN 978-92-3-100053-9. Vis sammendrag

  This is a background paper (see page 4) commissioned in connection with the creation of the UN Decade on Education for Sustainable Development final Report which was presented at the Nagoya, conference in November 2014. The report covers the development of education for sustainable consumption and education for sustainable lifestyles during the last ten years, describing the work done by UNESCO, UNEP, regional authorities such as the European Union, governments, ngo's and academic consortia.

• Thoresen, Victoria W. (2014). Sustainable Lifestyles: Mirage or Mission?
• Thoresen, Victoria W. (2014). The 10-Year Framework of Programs A Stocktaking Report on Sustainable Lifestyles.
• Thoresen, Victoria W. (2014). The Future We are Creating.
• Thoresen, Victoria W. (2014). How can we manage to live together today and tomorrow? A review of the UNDESD and education for sustainable lifestyles. Vis sammendrag

  Focus in recent years on the impact of human activity on the environment has raised the question of whether we must adjust our lifestyles to save the planet. The increase of non-communicable (lifestyle-related) illnesses around the world has also forced many people to rethink how they live their lives and form their societies. Equally influential has been the debate about well-being and development; a debate which has brought to the foreground concerns about equity and the very quality of development as it has traditionally been defined. These processes plus the realization that large groups of people are unprepared to deal with the immediate consequences of climate change, have contributed to the emergence of education for sustainable consumption as a vital element of education for sustainable development. This presentation examines education for sustainable consumption and production, its origins and growth. It looks at the progress made under the auspices of the U.N. Decade for Education for Sustainable Development, obstacles and successes encountered along the way and prospects for further development as a part of the post-DESD agenda. This presentation presents evidence of the need for value-based, holistic, participatory approaches which promote a learning cycle of information collection, analysis, consultation, action, reflection and adjustment of actions. It also describes the need education for sustainable consumption which is glocal—promoting local actions that stem from an awareness of the global consequences of individual and collective consumption and from the need for greater equity, collaboration and peace around the globe.

• Thoresen, Victoria W. (2013). Museenes Samfunnsansvar--Museene og ansvarlig livsstil.
• Thoresen, Victoria W. (2013). Co-creating Sustainable Wealth--what principles and values do we need to develop?
• Thoresen, Victoria W. (2013). Education and Research about Responsible Living.
• Thoresen, Victoria W. (2013). Innovative Strategies to Alleviate Poverty: The role of Education.
• Thoresen, Victoria W. (2015). PERL2 (2012-2015) Final Report Public The Partnership for Education and Research about Responsible Living. Høgskolen i Hedmark.
• Thoresen, Victoria W. (2015). PERL2 (2012-2015) Final Report confidential The Partnership for Education and Resaearch about Responsible Living. Høgskolen i Hedamrk.
• Thoresen, Victoria W.; Didham, Robert J.; Flores Mimica, Luis & Roca, Carme Martinez (2014). Pathways to Sustainable Lifestyles. UNEP (United Nations Environment Program). Vis sammendrag

  This is a global stocktaking report describing how education for sustainable consumption and lifestyles has been dealt with across the globe. It analyzes the impacts and challenges of present day lifestyles, reviews existing barriers for more sustainable lifestyles and examines positive trends which address lifestyle problems. Based on extensive litterature reviews of major global reports as well as on a broad collection of cases, this report offers suggestions for ways forward in the transition to sustainable living.

• Thoresen, Victoria W. (2014). PERL 2 Progress Report (confidential) 2012-2014. European Commission Erasmus Program.
• Thoresen, Victoria W. (2014). PERL 2 Progress Report (public) 20012-2014. European Commission Erasmus Program.

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