Curriculum change and climate change: Inside outside pressures in higher education

Fahey, Shireen J.

doi:10.1080/00220272.2012.679011

Cited by 62 publications

(35 citation statements)

References 12 publications

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“…Undervisning för hållbar utveckling och miljöundervisning har hittills inte haft någon framträdande roll i läroplaner (Bangay & Blum, 2010;Campbell, Medina-Jerez, Erdogan & Zhang, 2010), men undervisningens betydelse när det gäller att möta de utmaningar klimatförändringen för med sig har lyfts fram allt mer och undervisningen om klimatförändringen ses som viktig världen över (Bangay & Blum, 2010;Fahey, 2012). Huvudsyftet med undervisningen om klimatförändringen är att åstadkomma förändring både på det individuella och på det samhälleliga planet till förmån för klimatet.…”

Section: Undervisningen Om Klimatförändringenunclassified

Geografilärares och niondeklassares syn på undervisningen om klimatförändringen<br />Climate change education: Geography teachers’ and ninth-graders’ views

Hermans

2014

NorDiNa

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It has been increasingly recognised that education plays a key role in addressing human-induced climate change. The ultimate goal of climate change education (CCE) is positive impacts on the climate through both individual and collective actions. The aim of this study is to investigate geography teachers' and their ninth-graders' views about CCE. Data was collected using semi-structured interviews with geography teachers (N = 13) and questionnaires for ninth-graders (N = 549) at eleven secondary schools from all parts of Swedish-speaking Finland. The results show that although the students' attitudes to CCE is positive, it does not supply them with action competence. The geography teachers in this study largely miss the ultimate goal of CCE, pointing at the need for more effort to be made in the process of developing CCE at secondary school. InledningMedan klimatfrågan är mycket omstridd i samhällsdebatten råder i vetenskapssamfundet numera allmän enighet om att det globala klimatet förändras till följd av antropogena utsläpp av växthusga-ser. Klimatförändringen innebär inte bara en ökad medeltemperatur, utan också förändrade nederbörds-och vindmönster, isavsmältning och en förhöjd havsyta. Dessa förändringar kvarstår i många århundraden även om utsläppen av växthusgaser stoppas. (IPCC, 2013.) Människans fysiska, psykiska och sociala hälsa påverkas direkt och indirekt av klimatförändringen (EHP, 2010;IPCC, 2007;McKinnon, 2012; WHO, 2009) Sett ur ett antropocentriskt perspektiv utgör klimatförändringen alltså ett högaktuellt miljöproblem, ett hälsohot, ett utvecklingsproblem och en rättvisefråga. Gemensamma åtgärder mot klimatföränd-ringen krävs och då är utbildning och undervisning oumbärliga. Såväl de elever som genomgått den grundläggande utbildningen, och som inom en snar framtid är vuxna medborgare och beslutsfattare, som de lärare som har största ansvaret för undervisningen om klimatförändringen i skolorna har viktiga positioner i det här sammanhanget. Därför har de valts som respondenter i denna studie. Undervisningen om klimatförändringenUndervisningen om klimatförändringen bidrar till den hållbara utvecklingens mål att tillfredsställa nuvarande generationers behov utan att äventyra kommande generationers möjligheter att tillfredsställa sina behov och passar därför inom ramarna för undervisning för hållbar utveckling (Anderson,

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Section: Undervisningen Om Klimatförändringenunclassified

Geografilärares och niondeklassares syn på undervisningen om klimatförändringen<br />Climate change education: Geography teachers’ and ninth-graders’ views

Hermans

2014

NorDiNa

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“…This kind of balancing act is not restricted to teacher education, and recent studies regarding re-development of a range of higher education courses illuminate the tension between equipping students for the future with the necessary inspiration and motivation to be the best practitioners they can be in their future profession, with internal capacity for change and mounting external accountabilities (Fahey, 2012). In Fahey's case study of the reformation of climate change courses, the focus is on 'how curricular intentions are aligned with the institution's capacity for action towards change.…”

Section: Abstract: a Tapestry Or 'Tapisserie' Methodology Inspired Bymentioning

confidence: 99%

Chaos of Textures or ‘Tapisserie’? A Model for Creative Teacher Education Curriculum Design

Simon

2013

AJTE

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A tapestry or 'tapisserie' methodology, inspired by Denzin and Lincoln's 'bricolage' methodology (2000) Perdido Street Station (2003) In the current Australian teacher education context the need to effectively incorporate compliance and accreditation obligations within innovative and inspiring programs for pre-service teachers is proving to be challenging. Educators continue to seek opportunities to express their innate creativity, to weave their threads of experience, wisdom and expertise into the fabric of teacher education programs and to keep aflame their motivation to remain student-focussed (Simon, 2013).This kind of balancing act is not restricted to teacher education, and recent studies regarding re-development of a range of higher education courses illuminate the tension between equipping students for the future with the necessary inspiration and motivation to be the best practitioners they can be in their future profession, with internal capacity for change and mounting external accountabilities (Fahey, 2012). In Fahey's case study of the reformation of climate change courses, the focus is on 'how curricular intentions are aligned with the institution's capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicised and global issues such as climate change requires both program and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required' (p703).Specifically in the field of teacher education, the complex task of re-designing programs and striving towards the accomplishment of mandated outcomes is the feature of several recent studies. Ferreira and Ryan (2012) highlight established methodologies and propose their preferred approach -the 'Mainstreaming Change model -(which) provides a Vol 38, 11, November 2013 88 structure for change to occur simultaneously at a number of levels within a teacher education system'. Essentially, the Mainstreaming Change model incorporates resource development, action research and contextual change, each with varying levels and depths of engagement. Based on experience to date in this regard at the University of the Sunshine Coast, it is contextual changes which have impacted on teacher education requirements most significantly in recent times, and it is these rapidly changing contextual features and requirements which were the catalyst for significant change to approaches and structure of the teacher education programs on offer. In addition to these structural considerations and the processes by which these programs may be re-designed, other less tangible aspects of developing teacher professionalism have been studied by other teacher education researchers, such as Forster (2012). If the assertion that 'teachers have a dual moral responsibility as both values educators and moral agents representing the integrity of the profession' (Forster, 2012, abstract) is accepted, then the weaving of these altruistic intentions into...

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“…With respect to pedagogy, (Cordero et al, 2008) emphasizes the need for active learning methods and inquiry-or problem-based exercises (Fahey, 2012) that can help students make a personal connection to energy use and climate change; and the need to go beyond the biogeophysical sciences to build personal and social connections. There is ongoing discussion among educators and researchers about the most effective, appropriate method of communicating and teaching climate change.…”

Section: Introductionmentioning

confidence: 99%

“…There is ongoing discussion among educators and researchers about the most effective, appropriate method of communicating and teaching climate change. With respect to pedagogy, (Cordero et al, 2008) emphasizes the need for active learning methods and inquiry-or problem-based exercises (Fahey, 2012) that can help students make a personal connection to energy use and climate change; and the need to go beyond the biogeophysical sciences to build personal and social connections.…”

Section: Introductionmentioning

confidence: 99%

Curriculum gaps for adult climate literacy

Cooper

Keeley²,

Merenlender

2019

Conservat Sci and Prac

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Conservation scientists need to advance climate literacy so that people understand how climate affects all of life, acquire the skills to communicate about climate change, and become aware of ways to increase local resiliency. We examined syllabus content for 74 general climate change courses taught at the undergraduate college-level to investigate the scope and extent to which these climate change courses include key topics to advance climate literacy. By analyzing the textual data, we discovered most courses had a strong focus on biogeophysical science and only 8.8 and 9.4% of the terms that occurred in this sample were connected to climate change solutions and communication, respectively. The fine category "Organisms," which includes terms for specific animals such as "jellyfish" and "urchin" and related terms like "species", was only observed in 26% of the syllabi; and the term "biodiversity" was mentioned seven times, "extinction" four times, and "animal" was mentioned two times across all 74 syllabi. This reveals a potential gap in addressing the impacts of climate change on biodiversity, and the role of some species in regulating climate. We recommend educators include a broader array of inter-disciplinary topics, place-based information, communication strategies, and mitigation and adaptation solutions to bridge the gap between climate science, literacy, and action. K E Y W O R D Sclimate change, climate education, climate literacy, interdisciplinary, syllabi, word analysis

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Curriculum change and climate change: Inside outside pressures in higher education

Cited by 62 publications

References 12 publications

Geografilärares och niondeklassares syn på undervisningen om klimatförändringen<br />Climate change education: Geography teachers’ and ninth-graders’ views

Geografilärares och niondeklassares syn på undervisningen om klimatförändringen<br />Climate change education: Geography teachers’ and ninth-graders’ views

Chaos of Textures or ‘Tapisserie’? A Model for Creative Teacher Education Curriculum Design

Curriculum gaps for adult climate literacy

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