Literaturnachweis - Detailanzeige
Autor/inn/en | Williams, Sara; McEwen, Lindsey |
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Titel | 'Learning for Resilience' as the Climate Changes: Discussing Flooding, Adaptation and Agency with Children |
Quelle | In: Environmental Education Research, 27 (2021) 11, S.1638-1659 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (McEwen, Lindsey) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-4622 |
DOI | 10.1080/13504622.2021.1927992 |
Schlagwörter | Resilience (Psychology); Climate; Weather; Natural Disasters; Emergency Programs; Ecological Factors; Children; Elementary School Students; Citizen Participation; Risk; Personal Autonomy; Knowledge Level; Skill Development; Group Discussion; Learning Strategies; Empathy; Learning Experience; Foreign Countries; United Kingdom (England) Klima; Wetter; Natural disaster; Naturkatastrophe; Hilfsprogramm; Ökologischer Ansatz; Child; Kind; Kinder; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Risiko; Individuelle Autonomie; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Gruppendiskussion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Empathie; Lernerfahrung; Ausland |
Abstract | Climate change scenarios project higher flood risk, so knowing how households can increase socio-ecological resilience is essential. Children rarely feature in UK policy guidance about how households prepare for floods, and research is limited about children's roles in local resilience building. Using a participatory action research, child-centred methodology we explored (7-9 year old) children's knowledge, skills and dispositions in discussions about flooding, suggesting processes for effectively engaging them in Learning for Resilience (LfR). Results suggest children have existing knowledge, skills and dispositions concerning local and international flood risk originating from various sources. They displayed cross-cultural learning, embryonic systems-thinking, and understandings of theirs and others' agency, including adults' reasons for un-preparedness, revealing awareness of risk underestimation and deferral/denial of risk. The paper offers framing of a new taxonomy for young children's significant 'LfR' and seven 'top tips' to facilitate, design and implement learning strategies with children around environmental risk, in the UK and internationally, in climate change contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |