Low carbon plot: climate change skepticism with Chinese characteristics

Liu, John Chung‐En

doi:10.1080/23251042.2015.1049811

Cited by 41 publications

(18 citation statements)

References 37 publications

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“…Climate change inaction occurs at various levels involving individuals, businesses, and governments. Individual inaction on climate change may be manifested in indifference to climate change in daily routine, e.g., denying climate change as a vital issue (Engels et al, 2013; Liu, 2015) or continuing a high-carbon lifestyle (Boucher, 2016). On a macro level, psychological (e.g., short-termism) and structural (e.g., restricted financial resources) factors could hinder companies and governments in actively responding to climate change (Slawinski and Bansal, 2012; Slawinski et al, 2015; Finke et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Individualist–Collectivist Differences in Climate Change Inaction: The Role of Perceived Intractability

et al. 2019

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The willingness to take action against climate change may be shaped by cultural orientations. The present study investigated individualist–collectivist differences in climate change inaction as well as the mediating role of perceived intractability. In Study 1, a survey of 182 undergraduates showed that greater perceived intractability of climate change was significantly related to a lower frequency of climate-friendly actions in the preceding 6 months. In Study 2, participants who were exposed to information concerning the intractability of climate change (experimental group, n = 98) reported a significantly greater perceived intractability of climate change and lower intention to assume a low-carbon lifestyle than those presented with neutral information (control group, n = 83). Based on Studies 1 and 2, participants with collectivist or individualist orientations were recruited from a pool of Chinese undergraduate students in Study 3. We found that participants with a more individualist orientation ( n = 62) are more subject to perceived intractability, and less likely to take climate-friendly action than those with a more collectivist orientation ( n = 94), and individualist/collectivist status affects climate change inaction through perceived intractability as mediator. The implications of these findings are discussed in relation to the promotion of public engagement with climate change by mitigating perceived intractability.

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Section: Introductionmentioning

confidence: 99%

Individualist–Collectivist Differences in Climate Change Inaction: The Role of Perceived Intractability

et al. 2019

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“…For example, Gauchat (2012) offers a longitudinal view of the ebbs and flows of trust in science in American society. For sociologists, such trust always relates to one’s social positions such as race, gender, class, religiosity, and political views (Liu 2015; McCright and Dunlap 2011; Norgaard 2011). In this regard, instructors can also tap into the vast literature on climate change denialism to illustrate the politicization and polarization that characterized our current time (Dunlap et al 2016; Jasny, Waggle, and Fisher 2015).…”

Section: Pedagogical Interventions To Fix the Situationmentioning

confidence: 99%

Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses

Liu

Szasz

2019

Teach Sociol

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Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we suggest instructors free climate change from its current position as “a subfield of a subfield” and interweave the issue with all content areas in the curriculum. Our conversation concludes by considering how climate change can be featured in the curriculum of introductory courses as well as in the pedagogies presented at the introductory level.

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“…The term "climate nationalism" has been used to describe the ways that concerns about national sovereignty shape people's understanding and attitudes on climate change (Fisher 2012;Liu 2015), often in ways that are seen to constrain action, as in the fear among some Chinese that attempts at international agreement ostensibly to mitigate the effects climate are forms of "imperialism" intended to benefit western countries (Liu 2015:286). In tracing how the Mongolian children connected their experiences with reflections about their nation's place in the world, we wish to show a contrasting side to "climate nationalism," whereby a sense of the significance of environmental issues for thinking about the future of the nation can be part of children's learning to see climate change in the world around them.…”

Section: Learning To See 2: Political Saliencementioning

confidence: 99%