Children of an Earth to Come: Speculative Fiction, Geophilosophy and Climate Change Education Research

In no other time in human history has the relationship between human beings, and the biosphere on which we depend, been fraught with such a sense of urgency. Responding to the imminent threat of climate change has focussed our attention on education. There has been a proliferation of international, national and regional programs designed to change attitudes, behaviours, and beliefs associated with the causes of climate change. This paper will look to phenomenology and pedagogy to attempt describe the experience of climate and to help us consider how we may allow the young to live in a time of inevitable climate disruption while nurturing what seems to come to them naturally, an embodied integration into the wonder and awe of the places they live. Also, this paper explores two dominant approaches to climate change education and asks how these approaches articulate an understanding of the essential relationship between humans and the larger living world as reflected through changing climatic conditions.

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Broadening epistemologies and methodologies in climate change education research

Environmental Education Research ◽

10.1080/13504622.2018.1514588 ◽

2018 ◽

Vol 25 (6) ◽

pp. 955-971 ◽

Cited By ~ 14

Author(s):

K. C. Busch ◽

Joseph A. Henderson ◽

Kathryn T. Stevenson

Keyword(s):

Climate Change ◽

Education Research ◽

Climate Change Education

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Nurturing hope: From climate-change worriers to eco-warriors

10.18296/set.0186 ◽

2020 ◽

pp. 48-53

Author(s):

Sally Birdsall

Keyword(s):

Climate Change ◽

Education Research ◽

Young People ◽

Environmental Education ◽

Climate Change Education ◽

Knowledge And Skills ◽

Crucial Element ◽

Climate Change Effects ◽

Political Studies ◽

Mitigate Climate Change

Young people are worried about the impacts that climate change will have on their lives. Educators need learning programmes that can help students to manage these dark emotions and become more positive about their future. Including emotions in climate-change education is now considered a crucial element and hope, in particular, has been identified as a motivating force which can help young people to become more positive and take action to respond to the climate emergency. Drawing on recommendations from the environmental-education field, as well as peace and political studies education research, eight strategies and approaches are proposed. These approaches and strategies can nurture hope and develop knowledge and skills, so that students can take action to mitigate climate change effects and feel hopeful about their future.

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Digital media, political affect, and a youth to come: rethinking climate change education through Deleuzian dramatisation

Educational Review ◽

10.1080/00131911.2021.1965959 ◽

2021 ◽

pp. 1-21

Author(s):

David Rousell ◽

Thilinika Wijesinghe ◽

Amy Cutter-Mackenzie-Knowles ◽

Maia Osborn

Keyword(s):

Climate Change ◽

Digital Media ◽

Climate Change Education ◽

To Come

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Practical Research: Sound Practices in Climate Change Education

Science Scope ◽

10.2505/4/ss19_042_06_104 ◽

2019 ◽

Vol 042 (06) ◽

Keyword(s):

Climate Change ◽

Climate Change Education ◽

Practical Research

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Climate Justice

10.1093/oso/9780198813248.001.0001 ◽

2018 ◽

Keyword(s):

Climate Change ◽

Sustainable Development Goals ◽

Climate Justice ◽

Policy Discourse ◽

Mary Robinson ◽

The Public ◽

Development Goals ◽

To Come ◽

Run Up ◽

High Level

Climate justice requires sharing the burdens and benefits of climate change and its resolution equitably and fairly. It brings together justice between generations and justice within generations. The United Nations Sustainable Development Goals summit in September 2015, and the Conference of Parties to the Framework Convention on Climate Change in Paris in December 2015, brought climate justice center stage in global discussions. In the run up to Paris, Mary Robinson, former president of Ireland and the UN Secretary General’s Special Envoy for Climate Change, instituted the Climate Justice Dialogue. The editors of this volume, an economist and a philosopher, served on the High Level Advisory Committee of the Climate Justice Dialogue. They noted the overlap and mutual enforcement between the economic and philosophical discourses on climate justice. But they also noted the great need for these strands to come together to support the public and policy discourse. This volume is the result.

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Design and Analysis for Quantitative Research in Music Education

10.1093/oso/9780199391905.001.0001 ◽

2018 ◽

Cited By ~ 2

Author(s):

Peter Miksza ◽

Kenneth Elpus

Keyword(s):

Education Research ◽

Data Analysis ◽

Music Education ◽

General Education ◽

Research Design ◽

Quantitative Research ◽

Traditional Design ◽

Design Type ◽

To Come ◽

Analytical Approaches

This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

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Fostering climate change consensus: The role of intimacy in group discussions

Public Understanding of Science ◽

10.1177/09636625211020661 ◽

2021 ◽

pp. 096366252110206

Author(s):

Lyn M. van Swol ◽

Emma Frances Bloomfield ◽

Chen-Ting Chang ◽

Stephanie Willes

Keyword(s):

Climate Change ◽

Group Discussion ◽

Group Consensus ◽

Group Discussions ◽

Self Disclosure ◽

Group Attraction ◽

Climate Change Information ◽

To Come ◽

Collective Engagement

This study examined if creating intimacy in a group discussion is more effective toward reaching consensus about climate change than a focus on information. Participants were randomly assigned to either a group that spent the first part of an online discussion engaging in self-disclosure and focusing on shared values (intimacy condition) or discussing information from an article about climate change (information condition). Afterward, all groups were given the same instructions to try to come to group consensus on their opinions about climate change. Participants in the intimacy condition had higher ratings of social cohesion, group attraction, task interdependence, and collective engagement and lower ratings of ostracism than the information condition. Intimacy groups were more likely to reach consensus, with ostracism and the emotional tone of discussion mediating this effect. Participants were more likely to change their opinion to reflect that climate change is real in the intimacy than information condition.

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