4,874
Views
11
CrossRef citations to date
0
Altmetric
SPECIAL ISSUE - Teaching About Climate Change in the Midst of Ecological Crisis: Responsibilities, Challenges, and Possibilities

Climate-change education and critical emotional awareness (CEA): Implications for teacher education

Pages 1109-1120 | Received 08 Nov 2021, Accepted 05 May 2022, Published online: 06 Jun 2022

References

  • Ahmed, S. (2010). The promise of happiness. Duke University Press.
  • Amsler, S. (2011). From ‘therapeutic’ to political education: The centrality of affective sensibility in critical pedagogy. Critical Studies in Education, 52(1), 47–63. https://doi.org/10.1080/17508487.2011.536512
  • Baker, C., Clayton, S., & Bragg, E. (2021). Educating for resilience: Parent and teacher perceptions of children’s emotional needs in response to climate change. Environmental Education Research, 27(5), 687–705. https://doi.org/10.1080/13504622.2020.1828288
  • Ballantyne, A. G., Wibeck, V., & Neset, T.-S. (2016). Images of climate change: A pilot study of young people’s perceptions of ICT-based climate visualization. Climatic Change, 134(1-2), 73–85. https://doi.org/10.1007/s10584-015-1533-9
  • Bauman, Z., & Donskis, L. (2013). Moral blindness. The loss of sensitivity in liquid modernity., Polity Press.
  • Boler, M. (1999). Feeling power: Education and the emotions. Routledge.
  • Bouman, T., Verschoor, M., Albers, C. J., Böhm, G., Fisher, S. D., Poortinga, W., Whitmarsh, L., & Steg, L. (2020). When worry about climate change leads to climate action: How values, worry and personal responsibility relate to various climate actions. Global Environmental Change, 62, 102061. https://doi.org/10.1016/j.gloenvcha.2020.102061
  • Cantell, H., Tolppanen, S., Aarnio-Linnanvuori, E., & Lehtonen, A. (2019). Bicycle model on climate change education: Presenting and evaluating a model. Environmental Education Research, 25(5), 717–731. https://doi.org/10.1080/13504622.2019.1570487
  • Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 3(2), 619–642.
  • Conway, M., Wood, W.-J., Dugas, M., & Pushkar, D. (2003). Are women perceived as engaging in more maladaptive worry than men? A status interpretation. Sex Roles, 49(1/2), 1–10. https://doi.org/10.1023/A:1023901417591
  • Cross, R. (1998). Teachers’ views about what to do about sustainable development. Environmental Education Research, 4(1), 41–53. https://doi.org/10.1080/1350462980040103
  • Cunsolo, A., Harper, S. L., Minor, K., Hayes, K., Williams, K. G., & Howard, C. (2020). Ecological grief and anxiety: The start of a healthy response to climate change? The Lancet. Planetary Health, 4(7), e261–63. https://doi.org/10.1016/S2542-5196(20)30144-3
  • Davey, G. C. L. (1994). Pathological worrying as exacerbated problem-solving. In G. C. L. Davey & F. Tallis (Eds.), Worrying. Perspectives on theory, assessment and treatment. (pp. 35–60). John Wiley & Sons.
  • Davey, G. C. L., Hampton, J., Farrell, J., & Davidson, S. (1992). Some characteristics of worrying: Evidence for worrying and anxiety as separate constructs. Personality and Individual Differences, 13(2), 133–147. https://doi.org/10.1016/0191-8869(92)90036-O
  • Ecclestone, K., & Hayes, D. (2008). The dangerous rise of therapeutic education. Routledge.
  • Edlund, S. M., Carlsson, M. L., Linton, S. J., Fruzzetti, A. E., & Tillfors, M. (2015). I see you’re in pain: The effects of partner validation on emotions in people with chronic pain. Scandinavian Journal of Pain, 6(1), 16–21. https://doi.org/10.1016/j.sjpain.2014.07.003
  • Ekholm, S. (2020). Oro för klimatförändringarnas konsekvenser: Klimatagerande och betydelsen av omsorg om kommande generationer. Sociologisk Forskning, 57(1), 7–24. https://doi.org/10.37062/sf.57.18842
  • Eisenberg, N., Cumberland, A., & Spinrad, TL. (1998). Parental Socialization of Emotion. Psychological Inquiry, 9(4), 241–273. https://doi.org/10.1207/s15327965pli0904_1
  • Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
  • Freire, P. (1974). Education for critical consciousness. Seabury Press.
  • Gardiner, S., & Rieckmann, M. (2015). Pedagogies of preparedness: Use of reflective journals in the operationalization and development of anticipatory competence. Sustainability, 7(8), 10554–10575. https://doi.org/10.3390/su70810554
  • González-Hidalgo, M. (2020). The ambivalent political work of emotions in the defence of territory, life and the commons. Environment and Planning E: Nature and Space, 4(4), 1291–1312.
  • Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243–268. https://doi.org/10.1037/0893-3200.10.3.243
  • Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. TheGuilford Press.
  • Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: Student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573–586. https://doi.org/10.1080/02619768.2020.1807513
  • Håkansson, M., & Östman, L. (2019). The political dimension in ESE: The construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research, 25(4), 585–600. https://doi.org/10.1080/13504622.2017.1422113
  • Hicks, D. (2014). Educating for hope in trubbeled times. Climate change and the transition to a post-carbon future. Trentham Books.
  • Helm, S. V., Pollitt, A., Barnett, M. A., Curran, M. A., & Craig, Z. R. (2018). Differentiating environmental concern in the context of psychological adaption to climate change. Global Environmental Change, 48, 158–167. https://doi.org/10.1016/j.gloenvcha.2017.11.012
  • Humphrey, N., Curran, A., Morris, E., Farrell, P., & Woods, K. (2007). Emotional Intelligence and Education: A critical review. Educational Psychology, 27(2), 235–254. https://doi.org/10.1080/01443410601066735
  • Jones, C. A., & Davison, A. (2021). Disempowering emotions: The role of educational experiences in social responses to climate change. Geoforum, 118, 190–200. https://doi.org/10.1016/j.geoforum.2020.11.006
  • Katz, L. F., Maliken, A. C., & Stettler, N. M. (2012). Parental meta-emotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6(4), 417–422.
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
  • Lutz, C. A. (1996). Engendered emotions: Gender, power, and the rhetoric of emotional control in American discourse. In R. Harré and W. G. Parrot (Eds.), The emotions. Social, cultural, and biological dimensions. (pp. 151–170). Sage.
  • Lönngren, J., Adawi, T., & Berge, M. (2021). Using positioning theory to study the role of emotions in engineering problem solving: Methodological issues and recommendations for future research. Studies in Engineering Education, 2(1), 53–79. https://doi.org/10.21061/see.50
  • Marcus, G. E. (2002). The sentimental citizen. Emotion in democratic politics. The Pennsylvania State University Press.
  • Marcus, G. E., MacKuen, M. B., & Russell Neuman, W. (2011). Parsimony and complexity: Developing and testing theories of affective intelligence. Political Psychology, 32(2), 323–336. https://doi.org/10.1111/j.1467-9221.2010.00806.x
  • Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, E. R., Mayall, E. E., Wray, B., Mellor, C., & van Susteren, L. (2021). Young people’s voices on climate anxiety, government betrayal and moral injury: A global phenomenon. Available at SSRN: https://ssrn.com/abstract=3918955 or https://doi.org/10.2139/ssrn.3918955
  • Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197–215. https://doi.org/10.1207/s15327965pli1503_02
  • Niederhoffer, K. G., & Pennebaker, J. W. (2009). Sharing one’s story: On the benefits of writing or talking about emotional experience. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 621–632). Oxford University Press.
  • O’Conner, K., & Chamberlain, K. (2000). Dimensions and discourses of meaning in life: Approaching meaning from qualitative perspectives. In G. T. Reker & K. Chamberlain (Eds.), Exploring existential meaning. Optimizing human development across the life span (pp. 75–92). Sage.
  • Öhman, J., & Östman, L. (2008). Clarifying the ethical tendency in education for sustainable development practice: A Wittgenstein-inspired approach. Canadian Journal of Environmental Education, 13(1), 57–72.
  • Ojala, M. (2007). Hope and worry: Exploring young people’s values, emotions, and behavior regarding global environmental problems Örebro University. Örebro Studies in Psychology 11 Doctoral dissertation.
  • Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133–148. https://doi.org/10.1080/00958964.2015.1021662
  • Ojala, M. (2016). Facing anxiety in climate change education: From therapeutic practice to hopeful transgressive learning. Canadian Journal of Environmental Education, 21, 41–56.
  • Ojala, M. (2019). Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning. Acta Didactica Norge, 13(2), 1–17. https://doi.org/10.5617/adno.6440
  • Ojala, M. (2021). Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education, 52(1), 40–52. https://doi.org/10.1080/00958964.2020.1845589
  • Ojala, M. (2022). How do young people deal with border tensions when making climate friendly food choices? On the importance of critical emotional awareness for learning for societal change. Climate, 10(1), 8. Special Issue: Anthropogenic Climate Change: Social Science Perspectives https://doi.org/10.3390/cli10010008
  • Ojala, M., & Anniko, M. (2020). Climate change as an existential challenge: Exploring how emerging adults cope with ambivalence about climate-friendly food choices. Psyke og Logos, 2, 17–33.
  • Ojala, M., Cunsolo, A., Ogunbode, C., & Middleton, J. (2021). Anxiety, worry, and grief in a time of environmental and climate crisis. A narrative review. Annual Review of Environment and Resources, 46(1), 35–58. https://doi.org/10.1146/annurev-environ-012220-022716
  • Pettersson, A. (2014). De som Inte kan Simma Kommer nog att dö!” En Studie om Barns Tankar och Känslor Rörande Klimatförändringarna. Uppsala Universitet, Forskarskolan i Geografi.
  • Pihkala, P. (2020). Eco-anxiety and environmental education. Sustainability, 12(23), 10149. https://doi.org/10.3390/su122310149
  • Restad, F., & Elde Mølstad, C. (2021). Social and emotional skills in curriculum reform: a red line for measurability? Journal of Curriculum Studies, 53(4), 435–448. https://doi.org/10.1080/00220272.2020.1716391
  • Scheff, T. J. (1990). Microsociology. Discourse, emotion, and social structure. The University of Chicago Press.
  • Scheman, N. (1996). Feeling our way toward moral objectivity. In L. May, M. Friedman, and A. Clarke (Eds.), Mind and Morals: Essays on Cognitive Science and Ethics. MIT Press.
  • Schneider-Mayerson, M., & Leong, K. L. (2020). Eco-reproductive concerns in the age of climate change. Climatic Change, 163(2), 1007–1023. https://doi.org/10.1007/s10584-020-02923-y
  • Sund, L., & Öhman, J. (2014). On the need to repoliticise environmental and sustainability education: Rethinking the post-political consensus. Environmental Education Research, 20(5), 639–659. https://doi.org/10.1080/13504622.2013.833585
  • Stanton, A. L., & Low, C. A. (2012). Expressing emotions in stressful contexts: Benefits, moderators, and mechanisms. Current Directions in Psychological Science, 21(2), 124–128. https://doi.org/10.1177/0963721411434978
  • Strife, S. J. (2012). Children’s environmental concerns: Expressing ecophobia. The Journal of Environmental Education, 43(1), 37–54. https://doi.org/10.1080/00958964.2011.602131
  • Sweeny, K., & Dooley, M. D. (2017). The surprising upsides of worry. Social and Personality Psychology Compass, 11(4), e12311. https://doi.org/10.1111/spc3.12311
  • Taber, F., & Taylor, N. (2009). Climate of concern: A search for effective strategies for teaching children about global warming. International Journal of Environmental and Science Education, 4(2), 97–116.
  • Tallis, F., Davey, G. C. L., & Capuzzo, N. (1994). The phenomenology of non-pathological worry: A preliminary investigation. In G. C. L. Davey & F. Tallis (Eds.), Worrying. Perspectives on theory, assessment and treatment (pp. 61–90). John Wiley & Sons.
  • Threadgold, S. (2012). I reckon my life will be easy, but my kids will be buggered”: Ambivalence in young people’s positive perceptions of individual futures and their visions of environmental collapse. Journal of Youth Studies, 15(1), 17–32. https://doi.org/10.1080/13676261.2011.618490
  • Tillich, P. (1952/2000). The courage to be. Yale University Press.
  • Valentino, N. A., Hutchings, V. L., Banks, A. J., & Davis, A. K. (2008). Is a worried citizen a good citizen? Emotions, political information seeking, and learning via the Internet. Political Psychology, 29(2), 247–273. https://doi.org/10.1111/j.1467-9221.2008.00625.x
  • Verlie, B., Clark, E., Jarrett, T., & Supriyono, E. (2020). Educators’ experiences and strategies for responding to ecological distress. Australian Journal of Environmental Education, 1–15. https://doi.org/10.1017/aee.2020.34
  • Verplanken, B., & Roy, D. (2013). “ My worries are rational climate change is not”. Habitual Ecological Worrying Is an Adaptive Response. PLoS One, 8(9), e74708–6. https://doi.org/10.1371/journal.pone.0074708
  • Zembylas, M., Charalambous, C., & Charalambous, P. (2014). The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher’s pedagogical practices. Teaching and Teacher Education, 44, 69–80. https://doi.org/10.1016/j.tate.2014.08.001