The Last Hurrah (and The Long Haul): co-creation of theatre as climate change education

Abstract

ResearchSPAce http://researchspace.bathspa.ac.uk/ This pre-published version is made available in accordance with publisher policies. Please cite only the published version using the reference above. Your access and use of this document is based on your acceptance of the ResearchSPAce Metadata and Data Policies, as well as applicable law:https://researchspace.bathspa.ac.uk/policies.html Unless you accept the terms of these Policies in full, you do not have permission to download this document.This cover sheet may not be removed from the document.Please scroll down to view the document. 1 The Last Hurrah (and The Long Haul): co-creation of theatre as climate change education Matt Law ORCID 0000-0002-6127-5353,

Encounters with climate change and its psychosocial aspects through performance making among young people

“…Thus, performance-making seemed to respond to the needs which were delineated by scholars such as Eaton (2017), Brown (2017) and Lertzman (2015), whose work we discussed in the section about eco-anxiety. At least in these cases, performance-making enabled creative encounters with eco-anxiety dynamics; similar results were found by Law et al (2020). Living through tragedy through performance-making could inspire the dismantlement of alienation, transforming it into a positive state of estrangement (see Berardi 2009).…”

“…Since young people's questions about climate change and the various related psychosocial attitudes and coping strategies are difficult to address in education or investigate using conventional scientific methods, there may be a value in complementary arts-based methods (Lerzman 2015;Tait 2015;Law, Corbin, Wilkins, Harris, Martin and Lowe 2020;Lehtonen and Pihkala 2021). In this article we bring together performative methods of drama and climate change education, and interdisciplinary research on psychosocial responses to climate change.…”

Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

“…Integration in the curriculum allows for the development of more profound insights into climate change (Abbott & Wilson, 2014;Aikens et al, 2021). By integrating material from various subjects, students can understand the relationship between climate change and multiple aspects of life, such as the economy, environment, and society (Chang, 2017;Kolleck & Schuster, 2022) to increase their understanding of the impacts and solutions towards climate change, as well as seeing the relevance of climate change issues in their daily lives (Duram, 2021;Law et al, 2021;Lovett et al, 2018) by including elements from various scientific disciplines, and learning becomes more varied and interesting. Integrated CCE also helps students develop analytical and critical skills that are urgently needed to understand and face the challenges of climate change (Blum et al, 2013;Wi, 2019).…”

“…One of the main benefits of an interdisciplinary approach in CCE is that it promotes a deeper and more integrated understanding of climate change from a variety of disciplinary backgrounds, identifying patterns and linkages that might be missed in a single disciplinary approach as well as exploring unexplored areas to address climate change for students (Alves & Azeiteiro, 2018;Borde et al, 2022;Körfgen et al, 2017). The resulting solutions can be more comprehensive and sustainable by involving various fields in teaching and solving climate change problems (Law et al, 2021;Siegner, 2018). In implementing CCE, teachers take an interdisciplinary approach by integrating CCE with school subjects.…”

Wicked from the Start: Educational Impediments to Teaching about Climate Change (and How Geography Education Can Help)

“…Le [6] gives yet another example that engages climate change and the Next Generation Science Standards for older students with Teaching Climate Change for Grades 6-12. While the focus of this article is on K-12 education, the literature is replete with climate change education examples that range from preschool [7] to higher education [8][9][10]. Key to many of these studies is the recognition of the importance of accurate content and appropriate pedagogical strategies.…”