Environmental education under siege: Climate radicality

González‐Gaudiano, Édgar; Cartea, Pablo Ángel Meira

doi:10.1080/00958964.2019.1687406

Cited by 19 publications

(11 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, teachers and educators may not feel like they have the adequate tools to put these into practice, so it is important that future research focuses on the needs of instructors to provide them with accessible tools to support their practice and their students. A few researchers have suggested ideas to support a change in education systems to integrate notions of collective actions moving away from simple climate change literacy (for example, González-Gaudiano and Meira-Cartea, 2019 ), but these new educational practices should also be further investigated in different contexts.…”

Section: Discussionmentioning

confidence: 99%

Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change

et al. 2022

View full text Add to dashboard Cite

BackgroundYouth are increasingly aware of the negative effects of climate change on the planet and human health, but this knowledge can often come with significant affective responses, such as psychological distress, anger, or despair. Experiencing major “negative” emotions, like worry, guilt, and hopelessness in anticipation of climate change has been identified with the term eco-anxiety. Emerging literature focuses on adults' experience; however, little is known about the ways in which children and youth experience eco-anxiety.ObjectivesThe aim of this review was to: (1) identify the available evidence on the topic of eco-anxiety in children, (2) clarify the mental health consequences brought by the awareness of climate change in this population, and (3) identify knowledge gaps in the literature and considerations for future research.MethodsGiven that the research on the topic of eco-anxiety in children is limited, that there are very few randomized controlled trials, and that the goal is not to analyze individual studies in-depth, a scoping review was used. Keywords pertaining to the themes of eco-anxiety, climate change and children (aged < 18 years) were used as search terms in five databases. Journal articles using qualitative and quantitative methods, as well as gray literature were examined by two independent reviewers. A descriptive-analytical method was used to chart the data that emerged from the literature. Eighteen articles were considered in the final analysis.ResultsEvidence confirms that children experience affective responses and eco-anxiety in reaction to then awareness of climate change. Mental health outcomes include depression, anxiety, and extreme emotions like sadness, anger, and fear. Youth from vulnerable communities, like indigenous communities, or those who have strong ties to the land are often identified as being emotionally impacted by climate change. The literature analyzed also describes how children and youth are coping with eco-anxiety, including maladaptive (e.g., denial) and adaptive responses (such as constructive hope, used as a positive coping mechanism). Preliminary considerations for parents, teachers and educators, mental health care providers, school systems, adults and people of power include adding age-appropriate climate education to the school curriculum, considering youth's emotions, and promoting healthy coping through empowerment. Important gaps exist in the definition of eco-anxiety in youth, as various characterizations of this emerging concept are found across articles.

show abstract

Section: Discussionmentioning

confidence: 99%

Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The philosophical thoughts of environmental education can provide basic philosophical principles for environmental education and avoid the dilemma that environmental education can only be based on common sense [ 13 ]. Comparatively, domestic scholars have not paid enough attention to the close relationship between environmental education philosophy and education.…”

Section: Introductionmentioning

confidence: 99%

Exploration and Analysis of Educational History from the Perspective of Educational Environmental History and Environmental History

2022

Journal of Environmental and Public Health

View full text Add to dashboard Cite

The emergence of environmental historiography, for the first time, organically combined the history of the environment and human history and began to pay attention to the close relationship between human social changes and environmental changes. This paper explores the impact of environmental history on education from the perspective of environmental history. This paper explores and analyzes the history of the educational environment from the perspective of environmental history and studies the laws and characteristics behind the evolution of the relationship between education and environment. This paper analyzes the influence of environmental history on the three views of college students under environmental education. Further analysis of educational environmental history is improved to improve the three views of college students and promote the social development of research significance. The study of educational environmental history is of great significance to enlarge the field of educational history research, enrich the content of educational history research, and perfect the discipline construction of educational history. At the same time, the environmental perspective and ecological consciousness of educational environmental history research are the embodiment and adherence of Marxist historical materialism and environmental view.

show abstract

“…Expressions as ecological crisis, climate change, ecological transformation do not occur in the document, which is written from an anthropocentric perspective and is silent in the topic of human responsibility for the ecological crisis (Kozłowska, 2021). These aspects -of necessity of changing humans' attitude to environment, revising environmental ethics, focusing on "change" in the climate change expression, developing thinking on climate change in a wider context, concentrating not only on scientific knowledge, but also biocentric thinking and doing -were raised by several authors (Attfield, 2018;González-Gaudiano, Meira-Cartea, 2019;Reid, 2018;Stevenson, Nicholls, Whitehouse, 2017). As Chew-Hung Chang pointed out in his book on climate change education, "[c]onsequently, I argue that CCE should be built on the foundations of moral responsibility to the environment" (Chang, 2016, p. 147).…”

Section: Discussionmentioning

confidence: 99%