A green skills framework for climate action, gender empowerment, and climate justice

Kwauk, Christina; Casey, Olivia M.

doi:10.1111/dpr.12624

Cited by 17 publications

(13 citation statements)

References 51 publications

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“…The authors reflect on how these pedagogical insights can apply to the Rwandan formal education system. They also remind readers that it is this close-up examination of teaching and learning that allows us to develop a framework for understanding skill development-bringing us back full circle to the framework presented in our first article (Kwauk & Casey, 2022).…”

Section: Life Skills For Gender Equitymentioning

confidence: 90%

“…And the skills, knowledge, and attitudes they explore are extensive, including foundational skills in literacy and numeracy, hard skills such as digital or financial literacy and entrepreneurship training, and soft skills such as critical thinking, confidence, voice, and agency. We also include one article that provides a conceptual overview of young people's "green skills" (Kwauk & Casey, 2022); it presents a framework for understanding adolescent skills across a continuum, moving from instrumental to transformative.…”

Section: Why a S Pecial Issue On G Ender Adole Scents And S K Ill S?mentioning

confidence: 99%

“…A green skills framework for climate action, climate empowerment, and climate justice (Kwauk & Casey, 2022).…”

Section: Addressing Climate Change With Green Skillsmentioning

confidence: 99%

“…We then provide a brief summary of each of the articles which dive deeper into theoretical, empirical, and programmatic evidence addressing these issues. While several of the articles explicitly refer to “resilience,” for example, in terms of youth skill building (Kwauk & Casey, 2022) or education systems' adaptive capacity (Jones et al, 2021a), others explore more broadly the opportunities and barriers encountered when individuals or communities attempt to overcome diverse global challenges.…”

Section: Introductionmentioning

confidence: 99%

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Building resilience now and for the future: Adolescent skills to address global challenges

D'Angelo

2022

Development Policy Review

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Motivation: Young people's futures are at risk. Global crises such as armed conflict, climate change, mass displacement, and public health emergencies are threatening the education and wellbeing of adolescents all over the world. But young people are also resilient and innovative. It is vital that they have opportunities to develop relevant skills and knowledge, to build resilience, and overcome these challenges now and in the future. Purpose: This special issue brings together researchers and practitioners in the field of international education. Its purpose is twofold: to illustrate how current global challenges shape the types of skills needed to build resilience; and to offer possible solutions to supporting young people's development of such skills. Methods and approach: The articles in this special issue draw on both quantitative and qualitative data, including surveys and interviews with students, parents, teachers, school leaders, nonformal education providers, and government officials. Most studies present evidence from sub-Saharan Africa. Findings: The findings presented in this special issue address a range of skills, including foundational literacy and numeracy, hard skills in digital literacy, financial literacy, and entrepreneurship, and soft skills, such as critical thinking, confidence, voice and agency. Policy implications: With the special issue we aim to draw more attention to the need for research and policy that equip youth with relevant skills and that see them not just as subjects of the challenges they encounter, but also as active agents of change. We also highlight the importance of an intersectional lens that addresses not just gender, but also other individual and household characteristics, such as student age, disability status, and poverty to support youth resilience and skills development.

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Section: Life Skills For Gender Equitymentioning

confidence: 90%

Section: Why a S Pecial Issue On G Ender Adole Scents And S K Ill S?mentioning

confidence: 99%

“…A green skills framework for climate action, climate empowerment, and climate justice (Kwauk & Casey, 2022).…”

Section: Addressing Climate Change With Green Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Building resilience now and for the future: Adolescent skills to address global challenges

D'Angelo

2022

Development Policy Review

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“…Skills for 'green jobs' also comprise transferable workplace skills like business skills, customer service, entrepreneurship, and sales and marketing skills (ILO, 2019). As Kwauk and Casey (2022) argue, often, the outcomes of investment in green skills are mainly centred on economic growth and poverty reduction albeit within remits of achieving sustainability. Indeed, organisations and institutions involved in skills for green jobs, pose different emphasis on social and ecological aspects, including issues of marginalisation of vulnerable groups, financial power asymmetries, extractivism, inequitable distribution of resources and critical industries across geographical contexts (Eberle et al, 2019;ibid.).…”

Section: A Gendered Analysis Of 'Green' Skillsmentioning

confidence: 99%

Place-Based Solutions for Net Zero: Gender Considerations on ‘Green’ Skills

Mininni¹,

Hiteva²

2023

icgr

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There is a global effort towards transitioning to a zero or low-carbon economy due to climate change and the current energy crises. This requires a shift in socio-technical systems and cross collaboration amidst sectors. The move to a clean energy-based economy also involves the creation of a broad range of skills, the upskilling and reskilling of the existing workforce, and providing opportunities for training. While many critical analyses of emerging decarbonisation or green skills, focus on issues of clean energy transition and the distribution of opportunities between fossil fuel-based and clean energy industries, there is limited critical analysis of justice and equality regarding the distribution of opportunities for developing key green skills for place-based decarbonisation. There is evidence of asymmetric power relations and gender inequalities regarding the acquisition of skills, employment opportunities, kinds of jobs and pay gap which disproportionately affect women. This paper presents compelling evidence of hegemonic masculinisation within the energy industry; this tendency is now mirrored in ecological industries and technologies, including within the renewable energy sector, leading to an ‘eco-masculinisation’ of the sector. Just transition principles promote a fair distribution of resources and the representation of vulnerable groups, including women and minorities. By relying on local assets and resources, including human resources, place-based approaches to green skills could address local communities’ needs while strengthening their resilience. These processes are pivotal to a fair and equitable transition. By explicitly articulating the context of place in understanding the gender(ed) dynamics of decarbonisation and skills, the authors identify and reflect on an innovative way of understanding the intersections between infrastructures, skills, and masculinisation in the transition to low zero carbon.

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Collaboration and care in climate education: Brave responses to an uncertain future

Chandler,

Aristeidou,

Ball

et al. 2024

The Curriculum Journal

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An effective educational response to the climate emergency requires disrupting existing ideas about universities' roles, curriculum design and the relationship between educators, students and communities. This study examines an approach to curriculum development taken by academics at The Open University, UK whilst developing the postgraduate short course ‘Teacher development: Addressing the climate emergency’. We sought to challenge hierarchical models of knowledge transfer by working in collaboration with disciplinary experts, grassroots leaders, and young climate activists and foregrounding online and local grassroots practices, students' civic participation, citizen science and intergenerational dialogues. We report on our collaborative autoethnographic study, which we conducted with respect to the course development. This collaborative ethnographic approach has allowed us to externalise and acknowledge the ways in which approaches of collaboration and care have underpinned our course production process, as well as being essential to the ways in which we enable our students to support their own learners. This paper aims to raise awareness of the significance of embracing uncertainty and adopting pedagogies of care and adds to the literature that employs Noddings' Framework of Moral Education to critically examine pedagogical practice. The insights gained will be useful for educators seeking to develop climate‐related curricula and the collaborative approach taken will be of interest to those developing new curricula in teacher education.

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A green skills framework for climate action, gender empowerment, and climate justice

Cited by 17 publications

References 51 publications

Building resilience now and for the future: Adolescent skills to address global challenges

Building resilience now and for the future: Adolescent skills to address global challenges

Place-Based Solutions for Net Zero: Gender Considerations on ‘Green’ Skills

Collaboration and care in climate education: Brave responses to an uncertain future

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