Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education

Ojala, Maria

doi:10.1080/00958964.2020.1845589

Cited by 56 publications

(55 citation statements)

References 49 publications

(63 reference statements)

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“…Reasons for picking the first strategy commonly include the focus of national exams on theory, a focus that creates the risk of painting too narrow a picture of sustainability issues [15]. Neglecting or glossing over negative emotions in sustainability debates has been deemed a common and undesirable trait of current science education practice [22]. Exploring teacher-initiated learning aims related to sustainability could further improve our understanding of current EC practice.…”

Section: Current Ec Teaching Practicementioning

confidence: 99%

“…Common with sustainability thinking is a general feeling of hopelessness on the one hand, caused by the idea that it already is too late to turn the tide [22]. On the other hand, people might underestimate sustainability issues because effects of sustainability issues are often not felt close to home, which results in feelings of apathy and resignation [24].…”

Section: Confidence and Challengesmentioning

confidence: 99%

“…On the other hand, people might underestimate sustainability issues because effects of sustainability issues are often not felt close to home, which results in feelings of apathy and resignation [24]. Dealing with this emotional duality is difficult for teachers [22]. They feel that some of their students are unmotivated towards sustainability because students at the lower secondary level are focused strongly on their own developments and do not think about the world outside of their immediate surroundings.…”

Section: Confidence and Challengesmentioning

confidence: 99%

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Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021

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Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

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Section: Current Ec Teaching Practicementioning

confidence: 99%

Section: Confidence and Challengesmentioning

confidence: 99%

Section: Confidence and Challengesmentioning

confidence: 99%

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Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021

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“…Verlie et al, (2020) reported that educators in Eastern Australia commonly feel overwhelmed with profound emotions around climate change. Further complications arise when youth are distrustful of older generations, feeling betrayed by those who, despite decades of warning, have historically proven reticent to take climate action (Natural History Museum, 2021; Jones & Davison, 2021;Ojala, 2021). What little climate change educational youth may have experienced has often left them feeling disempowered (Hickman, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite the predicted scale of the impact climate change may have on future generations, academic literature relating to youth perceptions and concerns surrounding climate change has been limited (Jones & Davison, 2021;Lee, Gjersoe, O'Neill, & Barnett, 2020). Research documenting the emotional and psychological toll that climate change discourse is having on youth, however, is rapidly increasing (Ojala, 2021;Panu, 2020;Verlie, Clark, Jarrett, & Supriyono, 2020). Formal education has a critical role to play in bringing about the changes needed (Gough, 2015).…”

Section: Introductionmentioning

confidence: 99%

From apathy through anxiety to action: emotions as motivators for youth climate strike leaders

Bright

Eames

2021

Aust. J. environ. educ.

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The climate strikes of 2019 motivated millions worldwide onto the street and provided a platform for youth voices that demanded global climate action. This article explores the experiences of climate strike leaders in Aotearoa New Zealand questioning the motivational factors behind the youth action. In-depth interviews with 15 climate strike leaders identified emotions that influenced engagement and could motivate action. Climate strike leaders reported experiencing a series of turbulent emotional stages from apathy to action. Their experiences suggest that anxiety and anger are important stages in the emotional journey towards action. Using Boler’s Pedagogy of Discomfort, this paper examines these emotional stages that can disable or enable action. Considering youth perspectives increases our understanding of a suitable climate change educational framework that potentially supports both educators and students on this challenging journey.

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‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England

Greer

King

Glackin

2023

British Educational Res J

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This paper explores the nature of climate change education‐related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra‐political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.

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Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education

Cited by 56 publications

References 49 publications

Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

From apathy through anxiety to action: emotions as motivators for youth climate strike leaders

‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England

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