Education for what? Shaping the field of climate change education with children and young people as co-researchers

Cutter-Mackenzie, Amy; Rousell, David

doi:10.1080/14733285.2018.1467556

Cited by 96 publications

(53 citation statements)

References 41 publications

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“…The first approach of CC fragmentation is often referred to in the literature as cross-curriculum integration. While this approach is widespread, the disintegration, dispersal and subsuming of CC under existing curriculum subjects, has often been criticised for jeopardising CC education [36,[52][53][54]. Potential damaging risks of CC education fragmentation include: (i) The omission of critical linkages between the various pieces of information taught in different subjects [49]; (ii) lack of collaboration between the disciplinary teachers in regard to CC education [24]; (iii) teachers perceiving CC as an add-on, unrelated to their discipline and therefore not engaging with CC education in their unwillingness to transcend beyond the boundaries of their disciplines; (iv) teachers' lack of expertese [23,29,50,[55][56][57]; and (v) inadequate time for covering CC appropriately within the already crowded disciplines space [23,48].…”

Section: Integrating CC Education Within School Curriculamentioning

confidence: 99%

Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum

2020

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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.

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Section: Integrating CC Education Within School Curriculamentioning

confidence: 99%

Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum

2020

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“…Much of this careful exploration of voice occurred in the 1990s and early 2000s, as many of the citations here reflect. Since that time, co-research has been often claimed as a given, and the probing of participation, and the questioning of claims for giving voice or empowering children are not always acknowledged (e.g., Cutter-Mackenzie & Rousell, 2019;Murray, 2017;Warham, 2012).…”

Section: Childhood Children's and Youths' Voices And Participationmentioning

confidence: 99%

Re-Imagining Research Partnerships: Thinking through "Co-research" and Ethical Practice with Children and Youth

Collier¹

2019

SSJ

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Intentions to co-research and engage in participatory research pervade education and social science research with children and particularly research on engagement in digital spaces, with digital tools. Starting in the 1900s, there were many attempts to explicitly describe co-research methods and intentions in education but recently co-research has been used in a more taken-for granted way. Using snapshots from three research projects, I trouble my own attempts at co-research. Firstly, in a two-year ethnographic study, research positions were shifted by following the children’s lead and multimodal textmaking interests. Secondly, in an arts-informed classroom study of family photography and family stories, the ways in which the children understood the research process, and gave or withheld assent, influenced how they engaged as co-researchers. Finally, a larger comparative arts-informed study of youths’ digital practices in Hamilton is explored with an eye to how co-research evolved for the youth throughout the project. None of these projects were designed to engage with co-research in a comprehensive way. Yet, across these snapshots, a more nuanced understanding of co-research is envisioned; one that involves reflexive ethical practice and an emergent and attentive focus on consent.

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“…Environmental education particularly on global warming and climate change provide opportunity for inquiry, when it is inclusive of and led by young people. This would populate next generation of leaders who are not avoiding climate change in their policies, decisions, and actions (Cutter-Mackenzie & Roussel, 2019).…”

Section: Introductionmentioning

confidence: 99%

Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom

Kurup

Levinson

2021

Can. J. Sci. Math. Techn. Educ.

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Global warming and climate change are serious issues facing humanity at present and education needs to focus on including informed-decision in classroom practices. The conceptual framework used in this study has provided interconnections that influence beliefs and understandings in providing a knowledge base for making “informed-decision” among high school students. This study was conducted in three year 9 classes in two high schools in the UK and among 65 students. An inquiry intervention model was developed using the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) to identify beliefs and understanding and to strengthen students’ knowledge base. This study used a design-based research setting and utilised a mixed methodology. The Wilcoxon signed-rank tests were computed to examine the pre-post-difference among questionnaire items, and structural equation modelling (SEM) was utilised to explore the relationship between belief, understanding, and intention. Data analysis of the intervention revealed that students developed a strong understanding of the causes and effects of global warming. There is evidence that students used that knowledge to “inform-decision” in relation to global warming and climate change. Promoting informed decision-making through science teaching can encourage responsible action in the future. The real gap identified in this study is that the regular school curriculum does not engage socio-scientific issues in the real world and has no opportunity to organise an inquiry-based instructional sequence for informed decision-making.

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Education for what? Shaping the field of climate change education with children and young people as co-researchers

Abstract: Cutter-Mackenzie, A and Rousell, DS (2018) Education for What? Shaping the field of climate change education with children and young people as coresearchers. Children's Geographies, 17 (1). pp. 90-104.

Cited by 96 publications

References 41 publications

Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum

Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum

Re-Imagining Research Partnerships: Thinking through "Co-research" and Ethical Practice with Children and Youth

Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom

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