To teach and learn about controversial areas of knowledge
How knowledge is shaped and conveyed in school and in other social contexts is the focus of Dr. Per Gyberg’s work as a researcher and teacher. Energy, environment, distribution of resources, and climate change are all areas of knowledge which permeate some of our society’s most central issues. They are also interconnected with technology and technical development. It is important to understand what a diverse and conflict-ridden area of knowledge looks like and how it is defined, not least in order to clarify the mechanisms of how our society deals with its own consequences.
Dr. Per Gyberg’s research interests focus primarily on how understanding and knowledge are shaped in different practices. Per Gyberg is interested in the processes of how knowledge is included and excluded. He tries to answer what it is that makes some skills, ways of looking at and relate to the world, become legitimate in certain contexts but not in others. Dr. Per Gyberg’s research focuses therefore largely on understanding the mechanisms of how these knowledge structures are shaped and maintained in different contexts and how various actions make certain knowledge possible and other impossible, or at least highly improbable.
Per Gyberg is especially interested in areas of knowledge that seem problematic, controversial or in other way cause problems. His interests mainly concern issues related to contemporary environmental challenges, such as energy, non-renewable resources, climate and sustainable development, and how these challenges are presented and handled, particularly in school education.
The role of technology as a tool for people to process the world around is central to Per Gyberg’s research and he is also interested in how technology creates opportunities and constraints for our actions.