Justice and Equity in Climate Change Education: Exploring Social and Ethical Dimensions of Environmental Education

Description

This volume looks at the ways in which climate change education relates to broader ideas of justice, equity, and social transformation, and ultimately calls for a rapid response to the need for climate education reform. Highlighting the role of climate change in exacerbating existing societal injustices, this text explores the ethical and social dimensions of climate change education, including identity, agency, and societal structure, and in doing so problematizes climate change education as an equity concern. Chapters present empirical analysis, underpinned by a theoretical framework, and case studies which provide critical insights for the design of learning environments, curricula, and everyday climate change-related learning in schools. This text will benefit researchers, academics, educators, and policymakers with an interest in science education, social justice studies, and environmental sociology more broadly. Those specifically interested in climate education, curriculum studies, and climate adaption will also benefit from this book. Cover Half Title Series Page Title Page Copyright Page Table of Contents List of Illustrations Preface List of Contributors Introduction: Climate Change Education Must Be Education for Justice: Historical and Conceptual Foundations for Centering Equity in Climate Change Education Introduction Equity and Justice Issues in Climate Change, Adaptation, and Impacts Industrialization and Responsible Parties Past and Present Impacts of Colonialism Neoliberal Economic and Political Structures Intersections of Inequity Case 1: Experiences of Pacific Island Countries and Small Island Developing Nations Case 2: Geographic Government-Sanctioned Racism Against Black, Indigenous, and People of Color in the United States through Housing and Banking Policies Global Responses to Equity and Justice Issues A History of Global Policy Who’s Paying? IPCC Strategies for Equity in Adaptation Equitable Climate Change Education: A Missing Piece Theorizing Climate Change Education for Justice and Equity The Climate Impact and Education Link Climate Change Education Internationally Centering Equity and Justice in Climate Change Education Guiding Design Principles Conclusion References Part I: Theoretical Perspectives of Equity and Justice in Climate Change Education Chapter 1: Bringing Climate Injustices to the Forefront: Learning from the Youth Climate Justice Movement Key Aspects of the Youth Climate Justice Movement Emergence of the Youth Climate Justice Movement Justice as Central for Youth Climate Activists Youth Protests and School Strikes Youth Agency Black, Indigenous, and Racialized Youth Climate Activists Youth Organizations and Social Movement Learning Emotional Work of the Climate Justice Movement Key Ideas that Formal Education Should Embrace from the Youth Climate Justice Movement Justice and Equity Orientation Interdisciplinary Action-Oriented Learning Leadership and Fostering Student Efficacy Activism in Education Attending to Youth Well-Being Future Directions References Chapter 2: Psychological Perspectives of Climate Equity: Reducing Abstraction and Distance through Engaged Empathy Barriers to Learning about Climate Equity Issues Motivated Reasoning Values and Attitudes Beliefs Emotions Social Identity and Group Dynamics Collective Conservatism Status Quo Bias Psychological Distance Facilitating Learning about Climate Change Equity Issues Education Integrative Learning Inoculation Knowledge Reconstruction Refutation Texts Critical Thinking Epistemic Cognition Engagement Moving Towards Engaged Empathy Conclusion References Chapter 3: Public Pedagogy, Climate Change Activism and the Case for Ecosocialism Introduction What is Public Pedagogy? Public Pedagogy Promoting Progressive Social Change Promoting Regressive Social Change Public Pedagogy and Climate Change Activism Greta Thunberg Extinction Rebellions (XR) US and America Public Pedagogy for Socialism The Case for Ecosocialism The Fourth Industrial Revolution Ecosocialism Must Be Feminist Ecosocialism Must Be Ecofeminist and Antiracist References Part II: Case Studies and Enactments of Climate Change Education for Equity and Justice Chapter 4: Equitable and Just by Design: Engaging Youth of Color in Climate Change Education Introduction The National Wildlife Federation’s Earth Tomorrow ® Program Connecting Theory to Behavior Change Entry Level Variables Environmental Sensitivity Ownership Variables In-Depth Knowledge About the Issue Personal Investment in the Environment Empowerment Variables Perceived Skill in Using Environmental Action Strategies Intention and Ability to Act for the Environment The Earth Tomorrow ® Summer Institute Climate Change Education: An Imperative for Earth Tomorrow ® Leaders An Environmental Justice Framework Climate Justice is Environmental Justice A Pedagogy of Transformation: Climate Change Education as Social Justice Empowerment Environmental Justice Community Dinner Increasing Efficacy for Action: Civic Engagement Expanding Civic Engagement: The 2020 Elections Being the Change Conclusion References Chapter 5: A Course on Natural Disasters Gets Real: Living the Impacts of Climate Change in the US Virgin Islands The Story of ‘IrMaria’ (Un)natural History of the VI: Climate Change Impacts Territorial and Demographic Contexts of the VI #VIStrong: Initial Response to IrMaria Youth Voices and Leadership: The Hurricane Essay Youth Voices: Ignorance of the Severity and Possible Impacts of Irma and Maria Youth Voices: Collaboration and Cooperation During and Following Irma and Maria Youth Voices: From Fear to Strength Synthesis of Hurricane Essays Education in the Post-IrMaria Landscape Education in the Post-IrMaria Landscape: Assessment of Disaster Preparedness Education in the Post-IrMaria Landscape: Service Learning as a Pathway Conclusion References Chapter 6: “A Different Kind of Middleman”: Preservice Science Teachers’ Agency for Climate Change Education Introduction What is Teacher Agency and Why Does It Matter? Preservice Teacher Agency from an Ethical and Moral Lens for Climate Change Education What Leads to Preservice Teachers’ High Feeling of Agency to Teach Climate Change? From a High Feeling of Agency to Taking Action: What Do Preservice Teachers Need? Modes of Inquiry Focal Participant and Her Relationship with the Research Context and Data Collection Process Data Analysis Approach Findings Reasons for Initial Moderate Sense of PST Agency Scale of the Population Time Allocated Type of Conversations Factors Leading to an Improved Sense of Agency Scaffolding of Scientific Practices Ethics of Care: Youth Challenges to Improved Sense of Agency The Isolated Nature of the Curriculum School Culture and the Lack of Administrative Support Discussions and Further Implications References Chapter 7: Leadership in Eco-Justice Environmental Educational Practice: A Case for Climate Change Curricula through Poetic Inquiry that Involves Storytelling and Walking the Land Storytelling, Imagination, and Identity-Formation The World is Burning Walking the Land: Toward Healthy Literacies Eco-Justice Pedagogy, Climate Change, and Anthropocentrism Thinking Forward: Implications for Climate Change Education Walk Places You Know References Chapter 8: Land-Based Environmental Education as a Climate Change Resilience: A Learning Experience from a Cross-Cultural Community Garden Situating Researchers Ranjan Prarthona Jean Climate Change Education Challenges Case-Study Focusing on Land-based Environmental Education as Climate Change Resilience Actions Children’s Learning Opportunities as a Climate Change Resilience Action Learning Challenges as a Climate Change Resilience Action Intergenerational Learning Space Food Sovereignty as a Climate Change Resilience Action Children’s Relationships with Insects and Plants as a Climate Change Resilience Action Taking Responsibility as a Climate Change Resilience Action Land-Based Practice as a Climate Change Resilience Action Recycling as a Climate Change Resilience Action Our Reflections on Climate Change Education Indigenous Land-Based Learning and Practice Environmental Challenges Intergenerational Learning Holistic Learning References Chapter 9: Children’s Environmental Identity Development in a Changing Arctic Environment Introduction Climate Change and Inequity in the Arctic Alaska Children’s Environmental Identity Development Research Questions Research Context Researcher Positioning Research Methods Findings Grace’s Found Treasure: Learning to be Resourceful in an Interconnected World Erin’s Blueberries: Excitement and Skills for Subsisting on the Land Jackson’s Trouble on the Tundra: Mistrust and Uncertainty in a Novel Environment Chloe’s Moose Spotting: Awareness and Readiness to Read the Landscape Anne Fishing: Developing Resiliency in Subsisting from the Land Concluding Discussion Acknowledgment References Chapter 10: Contested Agency and Authorship in Middle School Girls’ Climate Science Digital Storytelling: Disentangling Individual and Collective Agency Introduction Voice and Agency in Science Identity and Middle School Science Agency Through Narrative and Digital Storytelling Methodology Context and Participants Curriculum Overview Data and Analysis Researcher Positioning Findings Overview Story Overview Eva: Bidding to Be a Director Lena: Bidding to Be an Author Alexis: Bidding Not to Act Discussion Supporting Youth Voice Through Digital Media Identity Work and Agency under Threat Whose Story Is Told? Conclusion Acknowledgment References Index