Towards Climate Justice Education: Views from Activists and Educators in Scotland

Autor/inn/en	McGregor, Callum; Christie, Beth
Titel	Towards Climate Justice Education: Views from Activists and Educators in Scotland
Quelle	In: Environmental Education Research, 27 (2021) 5, S.652-668 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1865881
Schlagwörter	Foreign Countries; Climate; Justice; Environmental Education; Sustainability; Social Change; Activism; Ideology; Curriculum; Advocacy; Elementary School Teachers; Secondary School Teachers; College Faculty; Stakeholders; Attitudes; Barriers; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Klima; Gerechtigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Sozialer Wandel; Aktivismus; Politischer Protest; Ideologie; Curricula; Lehrplan; Rahmenplan; Sozialanwaltschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Attitude; Einstellung; Verhalten
Abstract	In the context of a resurgence of civic activism to address climate change, we present findings from an exploratory research project on climate justice education (CJE). We conducted deliberative focus groups and interviews with activists, advocacy workers and educators in order to address three broad aims: to consider the ways in which different stakeholders conceptualise climate justice; to examine how teachers and activists perceive challenges to, and opportunities for, developing climate justice education; to explore the potential for recognising activism and civic engagement as an educational process, considering both activists' views on education and educators' views on activism in this context. Activists recognised the potential for CJE which is connected to social movements (especially youth-led movements), local communities, and addresses the affective dimensions of the climate crisis. Although our teacher participants shared some of the analyses of the activists, they were less well informed about climate justice as a concept and were more ambivalent about the prospect of learning through and from activism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01