Climate change education through drama and social learning: Playful inquiry for building extreme weather events adaptation scenarios

Abstract

Considering the projected impacts of climate change in upcoming decades, innovative educational approaches should encourage inventive problem-solving techniques and societal change, fostering transformative climate adaptation. The value of drama in climate adaptation education remains a novel area in the environmental education research literature and requires further exploration of its potential benefits to Climate Change Education (CCE). This article presents a proposal for CCE to include various elements in a drama workshop by evaluating a methodological framework. Participants in the workshop studied the vulnerabilities that arose from flooding and droughts while dramatizing different social conflicts to develop building adaptation scenarios. Through the exploration of problems via playful activities, participants collaboratively construct narratives and texts rich with meaning, based on a critical and creative perception of themes, needs, desires, and overlapping ideologies. This short-term experience manifests efficacy in elucidating the underpinnings of social systems structures, human values, and motivations. This article analyzes workshop results, providing a pedagogical structure and theoretical foundation, contributing to a better comprehension of drama in education and the creation of capacities towards CCE.

Revisiting Chemophobia through a Social Justice Lens

“…Challenging chemophobia requires a multifaceted approach, including critical thinking and scientific literacy; inclusive education, communications, and outreach; and policy change for greater social justice in society. As Arday, Bhambra, and others have articulated, critical thinking is a tool of decolonization; hence, the methods to develop these skills must themselves be inclusive, decolonized, and relevant to their context. − In activities aiming to develop chemical literacy and/or critical thinking, widen the scope beyond purely chemical considerations to consider ethical and social aspects of the topic , e.g., when considering power generation, aspects such as waste disposal, efficiency, changes in demand, and environmental impact could all be considered Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − Use real-world issues as starting points for critical and curious conversations–consider asking what, or who, is missing from the discussion We value the approach taken by Lynda Dunlop and colleagues in amplifying youth voices in the context of climate crisis , If you are conducting research or outreach, consider co-research or participatory research methods, collaborating with colleagues or advisors who have relevant lived experience , e.g., if an outreach activity is aimed at disabled learners, consider conducting a focus group with disabled students to discuss how the activity can be accessible, engaging, and relevant …”

“…Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − …”