A Case for Climate Justice Education: American Youth Connecting to Intragenerational Climate Injustice in Bangladesh

Autor/in	Stapleton, Sarah Riggs
Titel	A Case for Climate Justice Education: American Youth Connecting to Intragenerational Climate Injustice in Bangladesh
Quelle	In: Environmental Education Research, 25 (2019) 5, S.732-750 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stapleton, Sarah Riggs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2018.1472220
Schlagwörter	Climate; Environmental Education; Social Justice; Program Descriptions; Environmental Influences; Foreign Countries; Global Education; North Americans; Power Structure; Study Abroad; Slums; Organizations (Groups); Student Attitudes; High School Students; Refugees; Natural Disasters; Learning Experience; Bangladesh; Oregon (Portland); New York (New York); California (San Francisco); Minnesota (Minneapolis) + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Soziale Gerechtigkeit; Environmental influence; Umwelteinfluss; Ausland; Globales Lernen; Studies abroad; Auslandsstudium; Slum; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Flüchtling; Natural disaster; Naturkatastrophe; Lernerfahrung; Bangladesch
Abstract	In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated in a global climate change education program in Bangladesh. My findings include the importance of contextualizing climate justice, framing climate change around humans, implicating ourselves in the problem and recognizing our own obligations in mitigation, seeing climate change as real and tangible, being in a place impacted by climate change, feeling solidarity with those impacted, and recognizing social injustice and power disparities within climate change impacts. Based on these findings, I recommend an approach that provides context, nuance, and personal connection to an otherwise abstract global problem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01