Unpacking the power of place-based education in climate change communication

Khadka, Akriti; Li, Christine Jie; Stanis, Sonja A. Wilhelm; Morgan, Mark

doi:10.1080/1533015x.2020.1719238

Cited by 44 publications

(21 citation statements)

References 39 publications

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“…Collaborations between artists and scientists and between Indigenous people and colonizers can result in even more creative ways to exchange and mutually enrich knowledge and understanding through innovative art-science projects such as Becoming Sensor in Sentient Worlds 115 , a kinaesthetic and visual exploration of the ungrid-able ecology of oak savannahs of Toronto's High Park. Science-art collaborations can help to bridge cultural gaps and improve understanding of Indigenous knowledge by harnessing the power of sound, visuals and storytelling 116,117 , and to communicate the urgency of climate change 118,119 . of colour to lead programmes of data collection and analysis and hold data repositories in the Global South.…”

Section: Box 1 | Many Ways Of Knowing and Doing Ecologymentioning

confidence: 99%

Decoloniality and anti-oppressive practices for a more ethical ecology

2021

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Section: Box 1 | Many Ways Of Knowing and Doing Ecologymentioning

confidence: 99%

Decoloniality and anti-oppressive practices for a more ethical ecology

2021

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“…(2013), place-based climate change education can lead to deeper understanding of the issues as place-based education can "use place as a medium; and connect that place to emotional and social meanings through messages about localized impacts of climate change" (Davis, 2014, p. 65). Moreover, place-based education aims to connect students with local environments and instil in them a sense of agency and engage them to take part in local action to solve environmental and social issues (Khadka et al, 2020;McInerney et al, 2011). As such, place-based approaches can help overcome the many challenges climate change educators face (Littrell et al, 2020).…”

Section: The Need For Climate Change Educationmentioning

confidence: 99%

Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge

Favier

Gorp

Cyvin³

2021

Journal of Geography in Higher Education

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Climate change adaptation is a notorious example of a wicked problem. Teachers need to have extensive knowledge to design high-quality education that addresses the wickedness and contributes to wicked problem-solving. The components of the knowledge basis for teaching climate change issues can be highlighted with the Pedagogical Content Knowledge (PCK) framework. In the international, interdisciplinary course EduChange, pre-service teachers built their content knowledge and pedagogical content knowledge. They took part in a training week, where they explored issues related to climate change in different regions, acquainted themselves with place-based education and fieldwork, and were trained in educational design. Subsequently, they developed lessons for secondary schools. This paper describes the structure of the course, and explores how it contributed to the development of the PCK of the pre-service teachers. Survey data and interviews show that the participants valued the course. Although the pre-service teachers said the course contributed considerably to the development of their PCK, the lessons developed varied in respect to the wicked characteristics that were addressed and their potential for stimulating progression in wicked problem-solving.

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“…Given the challenges to promoting a willingness to engage in pro-environmental behaviors posed by political affiliations and differences in moral foundations between ideological groups, environmental science education that presents the facts of climate change in a sterile fashion not accounting for students' personal lives or beliefs cannot hope to greatly influence belief in anthropogenic climate change and willingness to engage in mitigation efforts. One approach to climate change education that has been suggested to combat ideological polarization in perception is portraying climate change effects as occurring as psychologically close to the student (Chu & Yang, 2018;Scannell & Gifford, 2011) and connected to a familiar place (Khadka, et al, 2021). This approach applies the construal level theory of psychological distance (Trope & Liberman, 2010), which suggests that individuals' willingness to act increases as spatial and/or temporal distance to an event decreases.…”

Section: Introductionmentioning

confidence: 99%

Localizing Discussions of Climate Change Effects May Not Increase Students' Willingness to Engage in Pro-Environmental Behavior

Shackley

2021

INTERDISCIPLINARY J ENV SCI ED

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While acceptance of the reality of climate change is rising among the U.S. population, there still exists an inconsistent willingness of individuals to engage in pro-environmental behaviors (WPEB) to mitigate anthropogenic drivers of warming. Decreasing the temporal and spatial psychological distance between the adverse effects of climate change and students' home communities is one proposed approach that environmental science teachers can take to motivate students to take up attitudes to engage in pro-environmental action. This study used data from a large public survey of Americans' perceptions of climate change to better understand whether existing conceptions of the distance of the effects of climate change affects self-reported WPEB. Two ordinal logistic regression models were constructed to compare temporal distance of effects and spatial distance of effects respectively to the WPEB construct. Both models showed the inverse of the expected relationship, where participants who perceived the effects of climate change as more psychologically distant displayed a greater WPEB. These finding suggest that localizing discussions of climate change alone may not be sufficient to increase students' WPEB.

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Unpacking the power of place-based education in climate change communication

Cited by 44 publications

References 39 publications

Decoloniality and anti-oppressive practices for a more ethical ecology

Decoloniality and anti-oppressive practices for a more ethical ecology

Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge

Localizing Discussions of Climate Change Effects May Not Increase Students' Willingness to Engage in Pro-Environmental Behavior

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