Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article underscores the critical role that education can and should play in addressing and responding to climate change in all of its complexity. It provides rationales as to why CCE should be addressed in the context of Education for Sustainable Development (ESD). Advancing CCE in the context of ESD, or Climate Change Education for Sustainable Development (CCESD), requires enhancement of learners’ understanding of the causes and consequences of climate change and their readiness to take actions to address it. The article presents key organizing principles of CCESD and outlines key knowledge, skills, attitudes, dispositions and competences to be fostered through it.
'You've got to teach people that racism is wrong and then they won't be racist': Curricular representations and young people's understandings of 'race' and racism AUDREY BRYAN This paper critically examines the discursive (mis) representation of 'race' and racism in the formal curriculum. Combining qualitative data derived from interviews with 35 young people who were enrolled in a Dublin-based, ethnically diverse secondary school, with a critical discursive analysis of 20 textbooks, the paper explores parallels between young people's understandings of 'race' and racism and curricular representations of these constructs. It is argued that the formal education system reinforces, rather than challenges, popular theories of racism, and endorses the ideological framework of colourblind racism by providing definitions and explanations which individualize, minimize, and naturalize racism. The analysis centres around four major inter-related themes: (1) the individualization of racism; (2) the attribution of racism to difference; (3) the role of narratives of denial and redemption in the construction of an 'anti-racist' state; and (4) the reification of 'race'. The final section of the paper seeks to synthesize some of the broader political and ethical consequences and ideological effects of dominant discourses on 'race' and racism, and offers some concrete illustrations of how 'race' and racism could be re-narrativized in schools.Keywords: racism; anti-racism; discourse analysis; curriculum; youth This paper critically examines the discursive (mis)representation of 'race' and racism in the formal curriculum. Combining qualitative data derived from interviews with 35 lower secondary students enrolled in a Dublinbased, ethnically diverse secondary school, with a critical discursive analysis of 20 textbooks, the paper explores parallels between young people's understandings of 'race' and racism, and curricular representations of these constructs. The paper addresses one aspect of a larger critical exploration of statutory and school-based efforts to 'manage diversity' that were implemented in Irish schools and society during the 'Celtic Tiger' era--a period of unprecedented economic boom which lasted from the mid1990s until the global economic downturn of 2008. It seeks to inform our understanding of the ways in which inter-cultural and 'anti-racist' elements of the formal curriculum are complicit with the reproduction of racism, to the extent that the racial discourses contained within instructional materials create and sustain the ideological conditions that prevent Audrey Bryan teaches Sociology on the Education and Humanities Programmes at St. Patrick's College, Dublin City University, Upper Drumcondra Road, Dublin 9; e-mail: Audrey.bryan@spd.dcu.ie. She has published nationally and internationally in the areas of citizenship education, development studies, and anti-racism. She is currently working on an ethnography of youth activism in contexts of post-economic sovereignty.
This article offers an empirical critique of recent social and educational policy responses to cultural diversity in an Irish context, with a particular focus on antiracism, integration and intercultural education policies developed during the socalled 'Celtic Tiger' era. Combining ethnographic and discourse analytic techniques, I highlight the centrality of the Celtic Tiger economy and corporate interests in influencing the particular version of interculturalism promulgated by the Irish state. I argue that broader macro processes and discourses operating at the level of Irish state policy can impact the local school level, resulting in negative consequences for ethnic minority students, particularly those who are least endowed with the cultural and linguistic capital valued by the school and wider society.
This article locates itself within an emergent, counter-discursive body of scholarship that is critical of universalizing depictions portraying queer-identified or LGBT youth as vulnerable and 'at-risk' of a range of negative mental health outcomes, including selfharm and suicidality. Drawing on key findings from a large-scale, mixed-methods study exploring the mental health and well-being of LGBT people, we seek to contribute to the development of a more expansive understanding of LGBT lives by demonstrating the diverse ways people engage with their sexuality and gender identity and illuminating the complex meanings that those LGBT people who have experienced psychological and suicidal distress ascribe to their feelings, thoughts and actions.
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