Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education

References

• Ahmed, S. (2010). The promise of happiness. Duke University Press.
   Google Scholar
• Amsler, S. (2015). The education of radical democracy. Routledge.
   Google Scholar
• Ashiabi, G. S. (2000). Promoting the emotional development of preschoolers. Early Childhood Education Journal, 28(2), 79–84. https://doi.org/10.1023/A:1009543203089
   Google Scholar
• Barahmand, U. (2008). Age and gender differences in adolescent worry. Personality and Individual Differences, 45(8), 778–783. https://doi.org/10.1016/j.paid.2008.08.006
   Web of Science ®Google Scholar
• Bauman, Z., & Donskis, L. (2013). Moral blindness. The loss of sensitivity in liquid modernity. Polity Press.
   Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325
   Web of Science ®Google Scholar
• Boler, M. (1999). Feeling power: Education and the emotions. Routledge.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Briscoe, M. D., Givens, J. E., Olson Hazboun, S., & Krannich, R. S. (2019). At home, in public, and in between: Gender differences in public, private and transportation pro-environmental behaviors in the US Intermountain West. Environmental Sociology, 5(4), 374–392. https://doi.org/10.1080/23251042.2019.1628333
   Web of Science ®Google Scholar
• Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). Prentice Hall International.
   Google Scholar
• Carmi, N., Arnon, S., & Orion, N. (2015). Transforming environmental knowledge into behavior: The mediating role of environmental emotions. The Journal of Environmental Education, 46(3), 183–201. https://doi.org/10.1080/00958964.2015.1028517
   Web of Science ®Google Scholar
• Ciucci, E., Baroncelli, A., & Toselli, M. (2015). Meta-emotion philosophy in early childhood teachers: Psychometric properties of the Crèche Educator Emotional Styles Questionnaire. Early Childhood Research Quarterly, 33, 1–11. https://doi.org/10.1016/j.ecresq.2015.04.006
   Web of Science ®Google Scholar
• Ciucci, E., Baroncelli, A., Toselli, M., & Denham, S. A. (2018). Personal and professional emotional characteristics of early childhood teachers and their proneness to communicate with parents and colleagues about children’s emotions. Child & Youth Care Forum, 47(2), 303–316. https://doi.org/10.1007/s10566-017-9431-0
   Web of Science ®Google Scholar
• Clarke, A. T. (2006). Coping with interpersonal stress and psychosocial health among children and adolescents: A meta analysis. Journal of Youth and Adolescence, 35(1), 10–23. https://doi.org/10.1007/s10964-005-9001-x
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• 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
   Google Scholar
• Damasio, A. R. (1994). Descartes’ error: Emotion, reason, and the human brain. G.P. Putnam.
   Google Scholar
• Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259. https://doi.org/10.1080/09518390701281751
   Google Scholar
• Drever, E. (1995). Using semi-structured interviews in small-scale research. A teacher’s guide. University of Glasgow.
   Google Scholar
• Ecclestone, K., & Hayes, D. (2008). The dangerous rise of therapeutic education. Routledge.
   Google Scholar
• Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241–273. https://doi.org/10.1207/s15327965pli0904_1
   PubMed Web of Science ®Google Scholar
• Ekholm, S. (2019). Swedish mothers’ and fathers’ worries about climate change: A gendered story. Journal of Risk Research. 23(3), 288–296. https://doi.org/10.1080/13669877.2019.1569091
   Web of Science ®Google Scholar
• Fivush, R. (2007). Maternal reminiscing style and children’s developing understanding of self and emotion. Clinical Social Work Journal, 35(1), 37–46. https://doi.org/10.1007/s10615-006-0065-1
   Web of Science ®Google Scholar
• Fivush, R., Marin, K., McWilliams, K., & Bohanek, J. G. (2009). Family reminiscing style: Parent gender and emotional focus in relation to child well-being. Journal of Cognition and Development, 10(3), 210–235. https://doi.org/10.1080/15248370903155866
   PubMed Web of Science ®Google Scholar
• Freire, P. (1992). Pedagogy of hope. The Continuum Publishing Company.
   Google Scholar
• Gardiner, S., & Rieckmann, M. (2015). Pedagogies of preparedness: Use of reflective journals in the operationalisation and development of anticipatory competence. Sustainability, 7(8), 10554–10575.
   Web of Science ®Google Scholar
• Gottman, J. M., Katz, L. F., & Hooven, C. (1997). Meta-emotion: How families communicate emotionally. Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Habermas, T. (2019). Emotion and narrative: Perspectives in autobiographical storytelling. Cambridge University Press.
   Google Scholar
• 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
   Web of Science ®Google Scholar
• Hallis, D., & Slone, M. (1999). Coping strategies and locus of control as mediating variables in the relation between exposure to political life events and psychological adjustment in Israeli children. International Journal of Stress Management, 6(2), 105–123. https://doi.org/10.1023/A:1022980310481
   Web of Science ®Google Scholar
• Hermans, M. (2016). Geography teachers and climate change: Emotions about consequences, coping strategies, and views on mitigation. International Journal of Environmental and Science Education, 11(4), 389–408.
   Google Scholar
• Hicks, D. (2014). Educating for hope in trubbeled times. Climate change and the transition to a post-carbon future. Trentham Books.
   Google Scholar
• Hornsey, M. J., & Fielding, K. S. (2016). A cautionary note about messages of hope: Focusing on progress in reducing carbon emissions weakens mitigation motivation. Global Environmental Change, 39, 26–34. https://doi.org/10.1016/j.gloenvcha.2016.04.003
   Web of Science ®Google Scholar
• Ideland, M. (2016). The action competent child: Responsibilization through practices and emotions in environmental education. Knowledge Cultures, 4(2), 95–112.
   Google Scholar
• Jie Li, C., & Monroe, M. C. (2019). Exploring the essential psychological factors in fostering hope concerning climate change. Environmental Education Research, 25(6), 936–954. https://doi.org/10.1080/13504622.2017.1367916
   Web of Science ®Google Scholar
• 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. https://doi.org/10.1111/j.1750-8606.2012.00244.x
   Web of Science ®Google Scholar
• Kerret, D., Orkibi, H., & Ronen, T. (2016). Testing a model linking environmental hope and self-control with students’ positive emotions and environmental behavior. The Journal of Environmental Education, 47(4), 307–317. https://doi.org/10.1080/00958964.2016.1182886
   Web of Science ®Google Scholar
• Levitas, R. (1990). Educated hope: Ernst Bloch on abstract and concrete Utopia. Utopian Studies, 1(2), 13–26.
   Google Scholar
• Lundegård, I., & Wickman, P.-O. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13(1), 1–15. https://doi.org/10.1080/13504620601122566
   Google Scholar
• Maloney, E. K., Lapinski, M. K., & Witte, K. (2011). Fear appeals and persuasion: A review and update of the extended parallel process model. Social and Personality Psychology Compass, 5(4), 206–219. https://doi.org/10.1111/j.1751-9004.2011.00341.x
   Google Scholar
• Manni, A., Sporre, K., & Ottander, C. (2017). Emotions and values – A case study of meaning-making in ESE. Environmental Education Research, 23(4), 451–464. https://doi.org/10.1080/13504622.2016.1175549
   Web of Science ®Google Scholar
• McDuff, D., Kodra, E., Kaliouby, R., & LaFrance, M. (2017). A large-scale analysis of sex differences in facial expressions. PLoS One, 12(4), e0173942. https://doi.org/10.1371/journal.pone.0173942
   PubMed Web of Science ®Google Scholar
• Ming Yan, W. (2010). The relations between teacher’s meta-emotion, student’s bonding to school and academic performance [Masters thesis in Educational Psychology]. Department of Psychology, The University of Hong Kong.
   Google Scholar
• Molin, L., Grubbström, A., Bladh, G., & Westermark, Å. (2015). Do personal experiences have an impact on teaching and didactic choices in Geography?European Journal of Geography, 6(4), 6–20.
   Google Scholar
• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. https://doi.org/10.1080/0022027870190403
   Web of Science ®Google Scholar
• Ogunbode, C. A., Böhm, G., Capstick, S. B., Demski, C., Spence, A., & Tausch, N. (2019). The resilience paradox: Flooding experience, coping and climate change mitigation intentions. Climate Policy, 19(6), 703–715. https://doi.org/10.1080/14693062.2018.1560242.
   Web of Science ®Google Scholar
• Ojala, M. (2007). Hope and worry: Exploring young people’s values, emotions, and behavior regarding global environmental problems. Örebro Studies in Psychology 11. Örebro University. Doctoral dissertation.
   Google Scholar
• Ojala, M. (2010). Barns känslor och tankar om klimatproblematiken. Energimyndighetens rapportserie. ER 2010:31.
   Google Scholar
• 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
   Web of Science ®Google Scholar
• 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
   Google Scholar
• Ornaghi, V., Agliati, A., Pepe, A., & Gabola, P. (2020). Patterns of association between early childhood teachers’ emotion socialization styles, emotion beliefs and mind-mindedness. Early Education and Development, 31(1), 47–65. https://doi.org/10.1080/10409289.2019.1627805
   Web of Science ®Google Scholar
• Pajares, F. (1992). Teachers’ beliefs and educational research: Clearing up a messy construct. Review of Educational Research, 62(3), 307–332.
   Web of Science ®Google Scholar
• Patton, M. Q. (2001). Qualitative research and evaluation methods. Sage.
   Google Scholar
• Pessoa, L. (2008). On the relationship between emotion and cognition. Nature Reviews. Neuroscience, 9(2), 148–158. https://doi.org/10.1038/nrn2317
   PubMed Web of Science ®Google Scholar
• Phelps, E. A. (2006). Emotion and cognition: Insights from studies of the human amygdala. Annual Review of Psychology, 57(1), 27–53. https://doi.org/10.1146/annurev.psych.56.091103.070234
   PubMed Web of Science ®Google Scholar
• Robichaud, M., Dugas, M. J., & Conway, M. (2003). Gender differences in worry and associated cognitive-behavioral variables. Journal of Anxiety Disorders, 17(5), 501–516. https://doi.org/10.1016/s0887-6185(02)00237-2
   PubMed Web of Science ®Google Scholar
• Roeser, S., & Pesch, U. (2016). An emotional deliberation approach to risk. Science, Technology, & Human Values, 41(2), 274–297. https://doi.org/10.1177/0162243915596231
   Web of Science ®Google Scholar
• Skolverket. (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. Retrieved May 23, 2020, from https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/laroplan-gy11-for-gymnasieskolan
   Google Scholar
• Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology. A practical guide to research methods (pp. 51–80). Sage.
   Google Scholar
• Stevenson, K., & Peterson, P. (2015). Motivating action through fostering climate change hope and concern and avoiding despair among adolescents. Sustainability, 8(1), 6. https://doi.org/10.3390/su8010006
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar
• Sund, P. (2008). Discerning selective traditions in the socialization content of environmental education—Implications for education for sustainable development [School of Sustainable Development of Society and Technology. Eskilstuna, Mälardalen University. Doctoral thesis]. Mälardalen University Press.
   Google Scholar
• Sund, P., & Wickman, P.-O. (2011a). Socialization content in schools and education for sustainable development—I. A study of teachers’ selective traditions. Environmental Education Research, 17(5), 599–624. https://doi.org/10.1080/13504622.2011.572156
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Thompson, P., & Zizek, S. (Eds.). (2013). The privatization of hope: Ernst Bloch and the future of utopia. Duke University Press.
   Google Scholar
• UN. (2015). Transforming our world: The 2030 Agenda for sustainable development. United Nations General Assembly.
   Google Scholar
• Wals, A. E. J. (2007). Learning in a changing world and changing in a learning world: Reflexively fumbling towards sustainability. Southern African Journal of Environmental Education, 22, 35–45.
   Google Scholar
• Witte, K., & Allen, M. (2000). A meta-analysis of fear appeals: Implications for effective public health campaigns. Health Education & Behavior, 27(5), 591–615. https://doi.org/10.1177/109019810002700506
   PubMed Web of Science ®Google Scholar
• Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88(3), 301–324. https://doi.org/10.1002/sce.10116
   Web of Science ®Google Scholar
• 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
   Web of Science ®Google Scholar