'Learning for Resilience' as the Climate Changes: Discussing Flooding, Adaptation and Agency with Children

Autor/inn/en	Williams, Sara; McEwen, Lindsey
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01