"It makes me angry. REALLY angry": exploring emotional responses to climate change education.

Autor/inn/en	Whitehouse, Sarah; Jones, Verity
Titel	"It makes me angry. REALLY angry": exploring emotional responses to climate change education.
Quelle	In: Journal of social science education, 20 (2021) 4, S. 93-120Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Internetadressen; Abbildungen; grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
Schlagwörter	Forschung; Tagebuch; Angst; Emotion; Vorurteil; Wohlbefinden; Ethnografie; Angst; England; Forschung; Tagebuch; Umwelt; Ungerechtigkeit; Vorurteil; Analyse; Wohlbefinden; Zeichnung; Unterrichtspraxis; Klimawandel; Zeichnung; Ungerechtigkeit; Umwelt; Grundschulalter; Analyse; England
Abstract	Consideration of emotional response to climate education in a primary classroom. Exploration of emotions that teaching about climate change may raise for teacher, researcher and pupil. Identification of gender and cultural bias in children's climate mitigation visions. Use of three stage approach to climate education with emotion navigated, not ignored. Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in England and begins to explore the emotions that teaching about climate change may raise for both teacher, researcher and pupil. Design: Part of a long- term ethnographic project in a school in England. Analysis of c60, 9-10-year olds drawings, participant observation notes and research diaries. Limitations: This is a small study - further research with larger numbers, different ages and in different geographical regions are required with both pupils and teachers. Practical implications: This work identifies pedagogies that allow injustices children identify to be explored with emotional responses being navigated rather than ignored. Such approaches support wellbeing in the face of growing numbers of young people suffering from eco-anxiety. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1