Nurturing Secondary Students' Hope and Agency: Educating to Live in a Climate-Impacted World

Autor/inn/en	Birdsall, Sally; Eames, Chris; Gaze, Sarah; Stoddard, Graham; Harré, Niki; Whitehouse, Hilary; Blythe, Charlotte
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Nurturing Secondary Students' Hope and Agency: Educating to Live in a Climate-Impacted World
Quelle	(2023), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Students; Foreign Countries; Psychological Patterns; Personal Autonomy; Climate; Knowledge Level; Negative Attitudes; Conservation (Environment); Curriculum; Environmental Education; Student Attitudes; Program Effectiveness; Secondary School Teachers; Teacher Attitudes; Experience; Curriculum Development; Curriculum Implementation; New Zealand + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausland; Individuelle Autonomie; Klima; Wissensbasis; Negative Fixierung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Curricula; Lehrplan; Rahmenplan; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Lehrerverhalten; Erfahrung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Neuseeland
Abstract	The effects of climate change are being felt by people and ecosystems world-wide, and it is clear that human action is significantly contributing to these effects (IPCC, 2021). Climate change impacts the natural environment, and, by extension, our social structures, cultural health, and economic stability which all depend on a healthy natural environment. Future generations will be the most affected as they navigate the effects of a climate-ravaged Earth during their lifetimes (Parker, 2020). The likely physical, psychological (Currie & Deschenes, 2016), and economic effects (Aldy, 2016) of climate change on young people have already been documented. Not surprisingly, many young people are feeling pessimistic, hopeless, and helpless in the face of such challenges (Stevenson & Peterson, 2016), but they also want to do something about it. Education has long been viewed as key to developing citizens who can take informed actions about issues such as climate change (Wals & Benavot, 2017). But, according to the 2015 Programme of International Student Assessment (PISA) data, 15-year-old New Zealand students appeared to be poorly informed about, had a low awareness of, and were more pessimistic about, environmental issues when compared with other OECD countries (Ministry of Education, 2019). With the aim of exploring the interplay between hope, agency, and structures, the researchers designed a hopeful climate change education programme. Drawing on research that identified strategies for nurturing hope and agency (e.g., Li & Monroe, 2017; Mogensen & Schnack, 2010; Ojala, 2012), this programme involved: (1) learning about the science of climate change and its causes and effects; (2) discussing and experiencing projects where the effects of climate change are being successfully mitigated; (3) expert speakers who discussed their work in the climate change field; (4) learning about societal structures and how change has been brought about in society over time; (5) learning about how to take action; (6) deciding upon, planning, and taking action, either in groups or individually; and (7) reflecting on the efficacy of their action-taking for mitigating climate change's effects. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01