“To Act for a Better World”

2021 ◽  
pp. 163-186
Author(s):  
Kasey L. Garrison ◽  
Karen Gavigan
Keyword(s):  
Climate Change ◽  
Mental Health ◽  
High School ◽  
Social Justice ◽  
Young Adult ◽  
Social Issues ◽  
Graphic Novels ◽  
Annotated List ◽  
University Instructors ◽  
And Gender

Graphic novels are becoming more widely accepted by librarians and teachers as a mainstream literary format for students. They are also effective tools for engaging youth with challenging social issues, as the quote in the title suggests. This chapter provides an overview of ways university instructors can teach pre-service educators to use social justice graphic novels in their high school classrooms and libraries. The content in this chapter is based on findings from research conducted by the authors about social justice issues in young adult graphic novels. The chapter includes an annotated list of selective graphic novel titles based on five social justice issues (racism, immigration and displacement, LGBTQIA+ and gender, mental health, and the environment and climate change). It also provides examples of standards-based best practices for using the graphic novels with pre-service teachers and librarians, award lists, and other educational resources.

scholarly journals The Weight of Trash: Teaching Sustainability and Ecofeminism by Asking Undergraduates to Carry Around Their Own Garbage

2015 ◽  
Vol 102 ◽  
pp. 30-34 ◽  
Author(s):  
Breanne Fahs
Keyword(s):  
Climate Change ◽  
Human Rights ◽  
Social Justice ◽  
Experiential Learning ◽  
Carbon Footprint ◽  
Women And Gender ◽  
Environmental Strain ◽  
Women And Gender Studies ◽  
Big Picture ◽  
And Gender

This essay outlines a recent assignment I designed for an upper-division cross-listed women and gender studies/social justice and human rights course I teach called, “Trash, Freaks, and SCUM.”  In the context of the students reading Edward Humes’ (2012) Garbology, the trash bag assignment asked that students carry around their trash for two 48-hour periods and that they present it to the class.  While the first two day period assesses their actual trash output, students are asked to produce as little trash as possible for the second two day period. This assignment aims to make trash visible and to help students learn about climate change, sustainability, conspicuous consumption, and how their individual carbon footprint contributes to the “big picture” of environmental strain.  I describe this assignment and its goals in this essay, followed by an assessment of its role in teaching about social justice, in order to underscore the importance of experiential learning with trash and to highlight how this assignment fits the mission of my courses on feminism and social justice.

scholarly journals High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change: An Assessment-Related Study

2021 ◽  
Vol 11 (8) ◽  
pp. 440
Author(s):  
Eija Yli-Panula ◽  
Eero Laakkonen ◽  
Marja Vauras
Keyword(s):  
Climate Change ◽  
High School ◽  
High School Students ◽  
Factor Model ◽  
Principal Component ◽  
Epistemic Beliefs ◽  
Hierarchical Regression ◽  
School Students ◽  
Topic Knowledge ◽  
And Gender

This study belongs to assessment-related research and aimed to investigate Finnish high-school students’ (n = 211) topic-specific epistemic beliefs about climate change and whether the Norwegian topic-specific epistemic beliefs questionnaire (TSEBQ) was also valid among Finnish respondents. Thus, research data were not only derived from the TSEBQ but also from topic knowledge tests and students’ views on their favorite school subjects and interest in science subjects. Principal component analysis (PCA) showed that the statistical model, originally based on 49 questions, was congruent with the Norwegian four-factor model (Certification, Source, Justification and Simplicity). However, according to the reliability analysis and confirmatory factor analysis (CFA), the performance of the Simplicity factor was unclear. In CFA, the three-factor structure (without Simplicity) was supported. The effects of topic knowledge, topic interest and gender on the TSEBQ factors were examined by using hierarchical regression analysis (HRA). The TSEBQ was shown to be a reliable tool for measuring the topic-specific epistemic beliefs of Finnish students. More specifically, the results support the claim that topic-specific epistemic beliefs can be educationally and culturally bound. HRA showed that students’ topic knowledge in chemistry and biology was related to certainty of knowledge and justification for knowing. Moreover, female students performed significantly better in topic knowledge and more often planned to pursue a science career in the future.

scholarly journals ‘Seeing with Empty Eyes’: a systems approach to understand climate change and mental health in Bangladesh

2021 ◽  
Vol 165 (1-2) ◽  
Author(s):  
Gemma Hayward ◽  
Sonja Ayeb-Karlsson
Keyword(s):  
Climate Change ◽  
Mental Health ◽  
Systems Approach ◽  
Economic Status ◽  
Mental Wellbeing ◽  
Policy Frameworks ◽  
Climate Action ◽  
Climate Vulnerability ◽  
And Gender ◽  
Impacts Of Climate Change

AbstractBangladesh’s unique climate vulnerability is well-investigated but the mental health impacts of climate change remain relatively unexplored. Three databases were searched for English primary qualitative studies published between 2000 and 2020. Out of 1202 publications, 40 met the inclusion criteria. This systematic review applies a systems approach to further understand Bangladesh’s ‘climate-wellbeing’ network. The literature indicates diverse factors linking environmental stress and mental ill-health including four key themes: (1) post-hazard mental health risks, (2) human (im)mobility, (3) social tension and conflict, and (4) livelihood loss and economic hardship. This systems analysis also revealed that people’s mental wellbeing is strongly mediated by socio-economic status and gender. The article illustrates how multiple pathways may amplify stress, anxiety, violence, and psychological damage. Greater recognition of the ‘climate-wellbeing’ connections, and incorporation of mental health in current climate action and policy frameworks, will be an effective way to achieve a more sustainable future.

scholarly journals Students’ Perceptions of Climate Change: A Case Study at Vietnam National University of Agriculture

2021 ◽  
Vol 4 (3) ◽  
pp. 1137-1150
Author(s):  
Nguyen Thi Bich Yen ◽  
Dinh Thi Hai Van ◽  
Nguyen Thi Thu Thuy ◽  
Duong Van Hung
Keyword(s):  
Climate Change ◽  
Undergraduate Students ◽  
Social Issues ◽  
Sources Of Information ◽  
Average Value ◽  
Production And Consumption ◽  
National University ◽  
The Media ◽  
Mitigate Climate Change ◽  
And Gender

This study aimed to determine the perceptions of climate change of undergraduate students at Vietnam National University of Agriculture (VNUA). The study employed quantitative and descriptive methods using a five-point Likert scale instrument. The respondents were composed of 276 undergraduate students from three faculties, viz. the Faculty of Environmental Sciences (FES), the Faculty of Agronomy (FA), and the Faculty of Economics and Rural Development (FERD). The results showed that students were generally well aware of the causes of climate change, the effects of climate change, and actions to mitigate climate change (average value > 3.5). However, students were mostly well aware of the causes and impacts that are common and direct. Students did not have a good understanding of the causes related to food production and consumption. Students also did not know how climate change can affect social issues such as conflict and war issues, or inequality in income and gender. Among the three faculties, students of the FES had a better awareness of the causes and impacts of climate change but were less aware of the actions to mitigate climate change. Internet and television/radio were the main sources of information about climate change for students (88% and 61%, respectively). This study showed that it is necessary to increase the provision of information related to climate change through the media as well as to integrate climate change knowledge into training programs at all levels from high school to university to improve the students' perceptions of climate change.

scholarly journals Research on High School Students’ and Teachers’ Mental Health Literacy Levels in Istanbul, Turkey

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Karabey ◽  
S Arslan
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Health Literacy ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Mental Illnesses ◽  
School Students ◽  
Education Levels ◽  
And Gender

Abstract Background Mental health literacy (MHL) is critical to reduce health inequality and for raising awareness and early recognition of mental illnesses. This study among students and teachers in Istanbul, Turkey, aimed to (1) determine the knowledge levels towards mental illnesses, (2) identify barriers to help-seeking behaviors and (3) assess stigmatizing attitudes towards mental illnesses. Methodology A cross-sectional, descriptive study design was used, and 810 high school students and 241 teachers were included in our study between Mar-Jul 2019. Data was collected through the Mental Health Literacy Questionnaire and the Beliefs towards Mental Illness Scale. Results Students' recognition percentages of depression, schizophrenia and social phobia vignettes were found to be 27.5%, 47.7% and 6.2%, respectively. Teachers' were found to be 46.5%, 42.7% and 26.1%, respectively. A statistically significant relationship was found between students' correct recognition of vignettes and gender, age group, mother education levels, and father education levels (p < 0,005). Female sex, older age, and having a parent with higher level of education were more likely to correct identify the vignettes. Among teachers, a significant relationship was found between correct recognition of vignettes and gender (p < 0,005). Females were more likely to correct identify the vignettes. Regarding the BMI subscales, students' average score was 21,6±9,8 for “poor social and interpersonal skills and incurability”, 19,9±6,9 for “dangerousness”, 1,5±2,3 for “shame” and 42,9±16,2 for total scale and the teachers' average scores were 23,6±10,1, 21,3±6,6, 1,2±1,7 and 46,2±16,6 in the same order. Conclusions The findings show that efforts are needed among both pupils and teachers in order to encourage help seeking behavior and to increase the belief that the solution of mental health problems is possible. Strengthening accessible mental health services and reducing stigma towards mental illnesses are also crucial.

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