Key questions about climate change education and research: ‘essences’ and ‘fragrances’

Abstract

This non-traditional article identifies a series of questions pursued and/or critiqued within inquiries about climate change education (CCE) and research. The questions and clustering format were initially crystallised from summaries and critical discussion with editors, referees, and critical friends of this journal, during the process of bringing together a series of international studies for various CCE collections in Environmental Education Research. First offered as a supplement to a Virtual Special Issue, launched at Education Day of COP23 in Bonn (2017), the ‘key questions’ were subsequently revised in light of community feedback and further analysis of the ‘blind, blank, bald, and bright spots’ for environmental education and CCE research that they might represent. Sources used to guide the initial compilation and revision were submissions to, reviews of, and studies published in the journal between 2010 and 2019, and those forming two additional collections of research and commentary on CCE, published in Volume 25. Other considerations were: (i) the literature base associated with these papers (drawing on citation and document analysis), and (ii) presentations and conversations on CCE topics at various international research- and education-focused events during that period, focusing on what seemed ‘stale', 'fresh', and 'invigorating’. In sum, the questions: (a) suggest various ‘fundamental topics’ to ‘niche considerations’ about CCE and research in this research field, (b) reflect a diversity of question purposes and formats that may direct, underpin, and/or structure associated research projects and publications too, and (c) reveal a complex array of assumptions and ends-in-view that are not necessarily compatible with each other nor with a coherent or progressive agenda for research and practice development. Further commentary and responses to the ‘essences’ and ‘fragrances’ associated with such questions, as well as new questions and analysis from relevant sources, fields, periods and projects, are invited.

Keywords:

• Climate change
• education
• climate change education
• research questions
• priorities

Notes on Contributor

Alan Reid edits the international research journal, Environmental Education Research, and publishes regularly on environmental and sustainability education (ESE) and their research. Alan's interests in research and service focus on growing traditions, capacities and the impact of ESE research. A key vehicle for this is his work with the Global Environmental Education Partnership, and via NAAEE's eePRO Research and Evaluation group. Find out more via social media, pages or tags for eerjournal, and his ORCID entry. NB themes for this article were developed at meetings of the North American Association for Environmental Education annual conference and research symposium, American Educational Research Association Environmental Education SIG, European Educational Research Association NW30, World Environmental Education Congress, and international meetings of the Global Environmental Education Partnership.