Climate Change Education in Ireland: Emerging Practice in a Context of Resistance

Waldron, Fionnuala; Mallon, Benjamin; Barry, Maria; Sainz, Gabriela Martínez

doi:10.1007/978-3-030-47587-1_13

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…What is important for this research is that most schools currently fail to address climate change in their teaching, and that the young people who have mobilized to critique their learning in school will soon begin their higher education experience. For a review of how climate change is taught in schools: Waldron et al (2020) provide a detailed discussion on climate change education in Ireland; while Lee et al (2020) review the shifting situation in England, making comparison with Scotland, Wales and NI (Lee et al, 2020). The marked rise in young people's engagement with climate change is now also re-focusing attention on climate change in the higher education curriculum.…”

Section: Teaching Climate Change As a Wicked Problemmentioning

confidence: 99%

Teaching (super) wicked problems: authentic learning about climate change

Cross

Congreve

2020

Journal of Geography in Higher Education

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Climate change is a 'super-wicked' problem associated with challenges including food security, mass migration and biodiversity loss. Young people are increasingly expecting their university education to prepare them to address these challenges. This requires universities to go beyond scientific accounts of climate change, and to engage students in the complex interactions between social, economic and environmental systems. Authentic learning develops students' understanding of 'real-world' challenges and is well aligned with pedagogical traditions in geography. We researched the extent to which climate change is framed as a wicked problem and how students undertake authentic learning about it in UK and Ireland undergraduate geography programmes. Our findings show that while authentic approaches to teaching climate change can be well developed at module level, programme design lacks coherence. Teaching focuses on climate problems rather than progressively scaffolding students' skills for finding effective solutions. We propose that academic developers have significant potential to enhance climate change teaching. We present seven principles for geography programme teams to improve climate change teaching in degree programmes. The wicked problems concept emerged at a time of social unrest and growing environmental consciousness and so remains a powerful way to frame teaching about global challenges.

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Section: Teaching Climate Change As a Wicked Problemmentioning

confidence: 99%

Teaching (super) wicked problems: authentic learning about climate change

Cross

Congreve

2020

Journal of Geography in Higher Education

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“…Moreover, a predominantly economic focus on education has inherent contradictions [64] regarding teachers' vital role in promoting the necessary "transformative shifts in how we think and act" [65] that are required for the changes in human behaviour essential for sustainable living. The capacity for transformative models of education to take root is dependent on a range of factors including preparedness of schools and teachers to embrace such approaches [66].…”

Section: St Century Skills and Global Competences -The Challenge Ofmentioning

confidence: 99%

Sustainable Teaching in an Uncertain World: Pedagogical Continuities, Un-Precedented Challenges

Farrell¹,

Sugrue²

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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Beyond the very pressing immediacy of the pace of change induced by internationalising tendencies, a world without borders, there is increasing pressure on teachers to be more adept, agile, and adaptive, particularly at incorporating new and emerging technologies into their pedagogical repertoires, while international agencies, increasingly influential in this febrile landscape, proffer reform rhetorics that are superficial at best in their appreciation or understanding of local conditions, the realities of teachers’ lives and work. While an emphasis on ‘what works’ too has its limitations, what this chapter seeks to identify is not merely incremental contributions to often limited pedagogical repertoires, but to approach the considerable challenge from a sustainability perspective, sufficient to identify adaptive steps to possible futures that are hopeful, life enhancing, sustaining and sustainable, enriching the quality of teaching and learning, contributing to an emerging pedagogical praxis.

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“…It aimed to determine the levels of content and pedagogical content knowledge held by Geography teachers before being involved in the capacity program and the ways in which this intervention program added to that knowledge. Waldron, Mallon, Barry, and Martinez Sainz (2020) define CCE as a learning area where young learners are made aware of their environment in order to foster the development of critical and creative thinking as well as the strengthening of their capacity to address environmental issues in their community. It involves imaginatively preparing kids and teenagers for a future that is rapidly changing, unknown, risky, and perhaps dangerous (Stevenson, Nicholls & Whitehouse, 2017).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Teacher Capacitation Programs to Integrate Climate Change Education: The Case Study of Geography Teaching in South African Secondary Schools

Mavuso

Olawumi

Khalo

et al. 2022

IJLTER

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Countries all over the world are experiencing the devastating havoc of climate change. Drastic efforts directed at integrating climate change education into the school curriculum in South African Secondary schools have been unsuccessful due to a lack of training support for teachers teaching Climate Change Education in secondary schools. The purpose of this paper was to explore the role of teacher capacitation programs in assisting Geography teacher to integrate climate change education in their lessons. Shulman’s Model of Pedagogical Reasoning served as theoretical lenses for the study. Five secondary schools out of twenty which participated in the five days’ training program conducted by one higher education institution were purposefully selected. Data for the study was generated through one-on-one semi-structured interviews conducted with five participating Geography teachers in the selected schools according to the geographical location and close proximity to the training provider. It emerged from the data that teachers were lacking content and pedagogical knowledge on Climate Change Education and this capacitation program assisted in bridging that gap. The study concludes that training programs were according to selected Geography teachers’ views responsible for the improved pedagogical practices in the classroom. It is therefore recommended that teacher professional development programs on Climate Change Education for Geography teachers be organized on a continuous basis.

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Climate Change Education in Ireland: Emerging Practice in a Context of Resistance

Cited by 5 publications

References 22 publications

Teaching (super) wicked problems: authentic learning about climate change

Teaching (super) wicked problems: authentic learning about climate change

Sustainable Teaching in an Uncertain World: Pedagogical Continuities, Un-Precedented Challenges

Implementation of Teacher Capacitation Programs to Integrate Climate Change Education: The Case Study of Geography Teaching in South African Secondary Schools

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