A critical political ecology of consensus: On “Teaching Both Sides” of climate change controversies

Colston, Nicole M.; Vadjunec, Jacqueline M.

doi:10.1016/j.geoforum.2015.08.006

Cited by 18 publications

(7 citation statements)

References 54 publications

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“…Bartels and colleagues looked at co‐production as a means to teach farmers useful knowledge on climate change in interaction with other experts and scientists . Colston and Vadjunec are interested in the role of schools as sites of teaching climate change and how they become boundary institutions where science, policy, and the public negotiate climate knowledge . In the social learning lens, co‐production is assessed by its ability to create a setting for learning to learn—which in most papers means learning to adapt better to climate change and become resilient.…”

Section: How Is the Co‐production Concept Used In Climate Research?mentioning

confidence: 99%

Co‐production in climate change research: reviewing different perspectives

Bremer

Meisch

2017

WIREs Climate Change

266

194

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Notions of 'co-production' are growing in popularity in social science and humanities research on climate change, although there is some ambiguity about the meanings of the term and how it is being used. It is time to critically and reflexively take stock of this expanding area of scholarship. A comprehensive review of over 130 scientific publications first mapped the scholars using co-production, relative to characteristics like their discipline, nationality, and research themes. Second, it looked at how this diversity of scientific perspectives has opened up a multiplicity of meanings of co-production. While most discussions of co-production stop at a basic distinction between descriptive and normative uses of the term, this review unpacked eight conceptual lenses on co-production, each discernible by its particular emphases, academic traditions, logic, and criteria of success. There are two important implications of this work. On one hand, it urges self-reflexive transparency when using co-production concepts. The multiple meanings attached to co-production add richness to the concept and open it up to different uses. However, it is important that scholars clearly communicate how they use the term and are mindful of what they 'buy into' by using the concept in certain ways. On the other hand, there are tensions between the different perspectives as well as opportunities for combining them into a compound concept of co-production. In this way, co-production is reconceptualized as a prism, where each aspect allows different but complimentary insights on the relationship between science, society, and nature.

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Section: How Is the Co‐production Concept Used In Climate Research?mentioning

confidence: 99%

Co‐production in climate change research: reviewing different perspectives

Bremer

Meisch

2017

WIREs Climate Change

266

194

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“…Clearly, manufactured controversy about climate change easily translates into manufactured controversy about climate change education. Not surprisingly, similar appeals to independent decisionmaking can be seen in the contemporary legislative discourse associated with the Teach the Controversy movement, which deny scientific consensus on global warming and pair climate change with other controversial topics like evolution [National Center for Science Education, 2013;Colston and Vadjunec, 2015].…”

Section: Discussionmentioning

confidence: 90%

“…In recent years, anti-science legislation (passed in several states) denies scientific consensus on global warming based on academic freedom; often coupling climate change with other controversial topics (i.e. evolution) in science classrooms [Colston and Vadjunec, 2015;National Center for Science Education, 2012]. In other cases, there has been political resistance to the state-level adoption of the Next Generation Science Standards (NGSS), which unequivocally link human activities to climate change [Colston and Ivey, 2015].…”

Section: Climate Change Denial In Schoolsmentioning

confidence: 99%

“…While media literacy for children is considered a key strategy toward improving public attitudes about climate change science, there is very little research on the nature or impact of climate change denial discourses found in children's media. Answers to this research question will be practically significant to science educators organizing instruction in the face of widespread misconceptions and political pushback [Colston and Vadjunec, 2015;Cook and Lewandowsky, 2011;McBean and Hengeveld, 2000]. Environmental educators and climate change communicators interested in activating youth interest and action will benefit from a better understanding of the rhetorical strategies employed in educational and youth-focused media.…”

Section: Climate Change Denial In Schoolsmentioning

confidence: 99%

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Climate change skeptics teach climate literacy? A critical discourse analysis of children's books

Colston¹,

Thomas²

2019

JCOM

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This critical discourse analysis examined climate change denial books intended for children and parents as examples of pseudo-educational materials reproduced within the conservative echo chamber in the United States. Guided by previous excavations in climate change denial discourses, we identified different types of skepticism, policy frames, contested scientific knowledge, and uncertainty appeals. Findings identify the ways these children's books introduced a logic of non-problematicity about environmental problems bolstered by contradictory forms of climate change skepticism and polarizing social-conflict frames. These results pose pedagogical dilemmas for educators, environmental advocates, and communication experts interested in advancing understanding and action in the face of rapid climate change.

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“…Literature [7] argues that, at present, the most common phenomenon in the process of ideological and political education in colleges and universities is poor teaching results. The literature [8] explores the political and ecological framework of criticism on the subject of climate change consensus and is committed to making the scientific consensus of warming scientific consensus in the right direction. Literature [9] examines the revolutionary aesthetics of political meetings in socio-political environments.…”

Section: Related Researchmentioning

confidence: 99%

New Exploration on Tapping School History Resources to Empower the Teaching of Civics Classes in Colleges and Universities under the Perspective of Great Civics Classes

2023

Applied Mathematics and Nonlinear Sciences

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In this paper, in order to solve the teaching problems of college Civics courses under the perspective of the big Civics course, data mining technology is used to obtain school history resources and then construct research on the teaching of college Civics courses empowered by school history resources based on data mining. The initial data of school history resources obtained by data mining, regression analysis and decision tree analysis of the initial data are used to offset the influence of the attribute values of school history resources on the research results, and association rule analysis is used to help students understand the characteristics, connotation and connection between school history resources and the teaching of ideological and political education. Based on the relationship between school history resources and ideological and political education, a data mining-based research program on school history resources empowering ideological and political teaching was designed, confirmed and analyzed. The results show that the average scores of the four items of management attitude, management ability, management method and management effect in the school history resources empowering the teaching of ideology and politics are 0.6001, 0.5761, 0.5481, 0.5751, which indicates that the development of the school history resources based on mining association rule algorithms of data mining technology can better realize the function of teaching in the teaching of ideology and politics courses. This study enhances the use of previous school history resources in ideological and political education, which is conducive to the development of high-quality socialist successors and reliable builders.

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A critical political ecology of consensus: On “Teaching Both Sides” of climate change controversies

Cited by 18 publications

References 54 publications

Co‐production in climate change research: reviewing different perspectives

Co‐production in climate change research: reviewing different perspectives

Climate change skeptics teach climate literacy? A critical discourse analysis of children's books

New Exploration on Tapping School History Resources to Empower the Teaching of Civics Classes in Colleges and Universities under the Perspective of Great Civics Classes

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