References
- Agyeman, J., Schlosberg, D., Craven, L., & Matthews, C. (2016). Trends and directions in environmental justice: From inequity to everyday life, community, and just sustainabilities. Annual Review of Environment and Resources, 41(1), 321–340. https://doi.org/https://doi.org/10.1146/annurev-environ-110615-090052
- Bardsley, D. K. (2017). Too much, too young? Teachers’ opinions of risk education in secondary school geography. International Research in Geographical and Environmental Education, 26(1), 36–53. https://doi.org/https://doi.org/10.1080/10382046.2016.1217075
- Beck, U., & Ritter, M. (1992). Risk society: Towards a new modernity. Sage Publications.
- Bosschaart, A., van der Schee, J., & Kuiper, W. (2016). Designing a flood-risk education program in the Netherlands. The Journal of Environmental Education, 47(4), 271–286. https://doi.org/https://doi.org/10.1080/00958964.2015.1130013
- Castro-Sotomayor, J., Hoffman, J., Parks, M., Siebert, M., Thomas, M., & Milstein, T. (2018 February 27). Embodying education: Performing environmental meanings, knowledges, and transformations. The Journal of Sustainability Education.
- Covitt, B. A., Gomez-Schmidt, C., & Zint, M. T. (2005). An evaluation of the risk education module. The Journal of Environmental Education, 36(2), 3–13. https://doi.org/https://doi.org/10.3200/JOEE.36.2.3-13
- Cuomo, C. (2011). Climate Change, Vulnerability, and Responsibility. Hypatia, 26(4), 690–714.
- Emanuel, K. (2021). Response of global tropical cyclone activity to increasing CO2: Results from downscaling CMIP6 models. Journal of Climate, 34(1), 57–70. https://doi.org/https://doi.org/10.1175/JCLI-D-20-0367.1
- Finney, C. (2014). Black faces, White spaces: Reimagining the relationship of African Americans to the great outdoors (1st ed.). University of North Carolina Press.
- Fitzpatrick-Lewis, D., Yost, J., Ciliska, D., & Krishnaratne, S. (2010). Communication about environmental health risks: A systematic review. Environmental Health, 9(1). https://doi.org/https://doi.org/10.1186/1476-069X-9-67
- Forsythe, M. E., & Chan, Y.-W. (2021). Justice-centered education Amid the COVID-19 pandemic. The Journal of Environmental Education, 52(5), 347–357.
- Gibson, S., & Cook-Sather, A. (2020). Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy. International Journal for Students As Partners, 4(1), 16–33. https://doi.org/https://doi.org/10.15173/ijsap.v4i1.3996
- Gilliver, L. (2020, March 21). ‘Coronavirus outbreak “could set back” climate change efforts, warns Chris Packham’. Plant Based News. https://www.plantbasednews.org/news/coronavirus-outbreak-could-set-back-climatechange
- Gilmore, B., Ndejjo, R., Tchetchia, A., de Claro, V., Mago, E., Diallo, A. A., Lopes, C., & Bhattacharyya, S. (2020). Community engagement for COVID-19 prevention and control: A rapid evidence synthesis. BMJ Global Health, 5(10), e003188. https://doi.org/https://doi.org/10.1136/bmjgh-2020-003188
- Gonzalez, A. (2020). What justice and for whom? A political ecology of voice study into ‘senses of justice’ in Peru’s Loreto Region. Environment and Planning E: Nature and Space, (2), 874–898. https://doi.org/https://doi.org/10.1177/2514848621989612
- Gonzalez, A. (2021). What justice and for whom? A political ecology of voice study into ‘senses of justice’ in Peru’s Loreto Region. Environment and Planning E: Nature and Space, 251484862198961. https://doi.org/https://doi.org/10.1177/2514848621989612
- GTZ. (2000). Environmental communication for sustainable development. A practical orientation.
- Hungerford, H. R., & Volk, T. L. (1989). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/https://doi.org/10.1080/00958964.1990.10753743
- Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/https://doi.org/10.1080/00958964.1990.10753743
- Islam, S., & Winkel, J. (2017). Climate change and social inequality. DESA Working Paper No. 152. ST/ESA/2017/DWP/152. https://www.un.org/esa/desa/papers/2017/wp152_2017.pdf
- Joosse, S., Powell, S., Bergeå, H., Böhm, S., Calderón, C., Caselunghe, E., Fischer, A., Grubbström, A., Hallgren, L., Holmgren, S., Löf, A., Nordström Källström, H., Raitio, K., Senecah, S., Söderlund Kanarp, C., von Essen, E., Westberg, L., & Westin, M. (2020). Critical, engaged and change-oriented scholarship in environmental communication. Six methodological dilemmas to think with. Environmental Communication, 14(6), 758–771. https://doi.org/https://doi.org/10.1080/17524032.2020.1725588
- Kadji, C. (2002). Evaluation of whole school environmental education, Kansas association for conservation and environmental education. www.kacee.org
- Kan, W. S., & Lejano, R. P. (2021). How land use, climate change, and an ageing demographic intersect to create new vulnerabilities in Hong Kong. Land, 10(4), 391. https://doi.org/https://doi.org/10.3390/land10040391
- Keeney, R. L., & von Winterfeldt, D. (1986). Improving risk communication. Risk Analysis, 6(4), 417–424. https://doi.org/https://doi.org/10.1111/j.1539-6924.1986.tb00954.x
- Lehtonen, A., Salonen, A. O., & Cantell, H. (2019). Climate change education: A new approach for a world of wicked problems. In J. Cook (Eds.), Sustainability, human well-being, and the future of education. Palgrave Macmillan. https://doi.org/https://doi.org/10.1007/978-3-319-78580-6_11
- Lejano, R. (2008). The phenomenon of collective action: Modeling institutions as structures of care. Public Administration Review, 68(3), 491–504. https://doi.org/https://doi.org/10.1111/j.1540-6210.2008.00885.x
- Lejano, R. P. (2017). Assemblage and relationality in social-ecological systems. Dialogues in Human Geography, 7(2), 192–196. https://doi.org/https://doi.org/10.1177/2043820617720093
- Lejano, R. P. (2019). Relationality and social–ecological systems: Going beyond or behind sustainability and resilience. Sustainability, 11(10), 2760. https://doi.org/https://doi.org/10.3390/su11102760
- Lejano, R. P., Casas, E. V., Pormon, M. M. M., & Yanger, M. J. (2020a). Teaching to the nth: Narrative knowledge and the relational model of risk communication. International Journal of Disaster Risk Reduction, 50, 101720. https://doi.org/https://doi.org/10.1016/j.ijdrr.2020.101720
- Lejano, R. P., Rahman, M. S., & Kabir, L. (2020b). Risk communication for empowerment: Interventions in a Rohingya refugee settlement. Risk Analysis, 40(11), 2360–2372. https://doi.org/https://doi.org/10.1111/risa.13541
- Lejano, R. P., Tavares-Reager, J., & Berkes, F. (2013). Climate and narrative: Environmental knowledge in everyday life. Environmental Science & Policy, 31, 61–70. https://doi.org/https://doi.org/10.1016/j.envsci.2013.02.009
- Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts. New York: Harper & Row.
- Lowan-Trudeau, G. (2017). Protest as pedagogy: Exploring teaching and learning in Indigenous environmental movements. The Journal of Environmental Education, 48(2), 96–108. https://doi.org/https://doi.org/10.1080/00958964.2016.1171197
- Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. University of Minnesota Press.
- Marin, A. A. (2012). Pesquisa em educação ambiental e percepção ambiental. Pesquisa em Educação Ambiental, 3(1), 203. https://doi.org/https://doi.org/10.18675/2177-580X.vol3.n1.p203-222
- Marin, A. A., & Oliveira, L. C. B. (2005). A experiência estética em Dufrenne e Quintás e a percepção de natureza: para uma educação ambiental com bases fenomenológicas. REMEA, 15, 196–210.
- McCall, M. & Guarin, G. (2012). Participatory action research and disaster risk. In Ben Wisner, Ilan Kelman, & J.C. Gaillard (eds.), Handbook of Hazards and Disaster Risk Reduction (chapter 64). Routledge.
- Meisner, M. (2020, March 31). Environmental communication: What it is and why it matters. The IECA. https://theieca.org/resources/environmental-communication-what-it-and-why-it-matters
- Milstein, T., Pileggi, M., & Morgan, E. L. (2017). Environmental communication pedagogy and practice (Routledge studies in environmental communication and media, 1st ed.). Routledge.
- Mwendwa, B. (2018). Learning for sustainable development: Integrating environmental education in the curriculum of ordinary secondary Schools in Tanzania. Tạp Chí Nghiên Cứu Dân Tộc, 24(24). https://doi.org/https://doi.org/10.25073/0866-773X/65
- Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/https://doi.org/10.1080/13504622.2011.637157
- 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/https://doi.org/10.1080/00958964.2020.1845589
- Payne, P., Rodrigues, C., de Moura Carvalho, I. C., Freire Dos Santos, L. M., Aguayo, C., & Iared, V. G. (2018). Affectivity in environmental education research. Pesquisa em Educação Ambiental, 13, 93–114. https://doi.org/https://doi.org/10.18675/2177-580X.vol13.Especial.p92-114
- Pellow, D. N. (2016). Toward a critical environmental justice studies: Black lives matter as an environmental justice challenge-corrigendum. Du Bois Review: Social Science Research on Race, 13(2), 425. https://doi.org/https://doi.org/10.1017/S1742058X16000175
- Petty, R. E., & Cacioppo, J. T. (1986). Communication and persuasion: Central and peripheral routes to attitude change. Springer.
- Pulido, L. (2000). Rethinking environmental racism: White privilege and urban development in Southern California. Annals of the Association of American Geographers, 90(1), 12–40. https://doi.org/https://doi.org/10.1111/0004-5608.00182
- Rasquinho, O. (2014). Lessons learnt from Haiyan/Yolanda. Training Workshop on Synergized Standard Operating Procedures (SSOP) for Coastal Multi-Hazards Early Warning System, Nanjing, China, WMO. https://www.slideserve.com/tate-wheeler/olavo-rasquinho-sec-of-typhoon-committee-on-behalf-of-mr-james-weyman.
- Rios, C., Nielson, A., & Menezes, I. (2021). COVID-19 and the desire of children to return to nature: Emotions in the face of environmental and intergenerational injustices. The Journal of Environmental Education, 52(5), 335–346.
- Rodrigues, C. (2020). What’s new? Projections, prospects, limits and silences in “new” theory and “post” North-South representations. The Journal of Environmental Education, 51(2), 171–182. https://doi.org/https://doi.org/10.1080/00958964.2020.1726267
- Rodrigues, C., Payne, P. G., Grange, L. L., Carvalho, I. C. M., Steil, C. A., Lotz-Sisitka, H., & Linde-Loubser, H. (2020). Introduction: “New” theory, “post” North-South representations, praxis. The Journal of Environmental Education, 51(2), 97–112. https://doi.org/https://doi.org/10.1080/00958964.2020.1726265
- Román, D., Castro, M., Baeza, C., Knab, R., Huss-Lederman, S., & Chacón, M. (2021). Resilience, collaboration and agency: Galapagos teachers confronting the disruption of COVID-19. The Journal of Environmental Education, 52(5), 325–334.
- Rutjens, B. T., van der Linden, S., & van der Lee, R. (2021). Science skepticism in times of COVID-19. Group Processes & Intergroup Relations, 24(2), 276–283. https://doi.org/https://doi.org/10.1177/1368430220981415
- Shulla, K., Voigt, B.-F., Cibian, S., Scandone, G., Martinez, E., Nelkovski, F., & Salehi, P. (2021). Effects of COVID-19 on the sustainable development goals (SDGs). Discover Sustainability, 2(1). https://doi.org/https://doi.org/10.1007/s43621-021-00026-x
- Simmons, W. M. (2008). Participation and power: Civic discourse in environmental policy decisions. SUNY Press.
- Spivak, G. (1988). Can the subaltern speak? In C. Nelson and L. Grossberg (Eds.), Marxism and the interpretation of culture. Macmillan.
- Tam, V. C., Tam, S. Y., Poon, W. K., Law, H. K. W., & Lee, S. W. (2020). A reality check on the use of face masks during the COVID-19 outbreak in Hong Kong. EClinicalMedicine, 22, 100356. https://doi.org/https://doi.org/10.1016/j.eclinm.2020.100356
- Van Niekerk, D., Nemakonde, L. D., Kruger, L., & Forbes-Genade, K. (2018). Community-based disaster risk management. In H. Rodríguez, W. Donner, & J. E. Trainor (Eds.), Handbook of disaster research (pp. 411–429). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-63254-4_20
- West, S., Haider, L. J., Stålhammar, S., & Woroniecki, S. (2020). A relational turn for sustainability science? Relational thinking, leverage points and transformations. Ecosystems and People, 16(1), 304–325. https://doi.org/https://doi.org/10.1080/26395916.2020.1814417