1,558
Views
3
CrossRef citations to date
0
Altmetric
Articles

Encounters with climate change and its psychosocial aspects through performance making among young people

& ORCID Icon
Pages 743-761 | Received 06 Oct 2020, Accepted 19 Apr 2021, Published online: 17 May 2021

References

  • Aarnio-Linnanvuori, E. 2018. Ympäristö ylittää oppiainerajat: Arvolatautuneisuus ja monialaisuus koulun ympäristöopetuksen haasteina [Environment Crosses Subject Borders: Value-Ladenness and Interdisciplinarity as Challenges for Environmental Education at School]. Helsinki: Helsingin yliopisto.
  • Aarnio-Linnanvuori, E. 2019. “How Do Teachers Perceive Environmental Responsibility?” Environmental Education Research 25 (1): 46–61. doi:10.1080/13504622.2018.1506910.
  • Adams, M. 2016. Ecological Crisis, Sustainability and the Psychosocial Subject: Beyond Behaviour Change. Studies in the Psychosocial. London: Palgrave Macmillan.
  • Albrecht, G. 2012. “Psychoterratic Conditions in a Scientific and Technological World.” In Ecopsychology: Science, Totems, and the Technological Species, edited by P. H. Kahn and P. H. Hasbach, 241–264. Cambridge: MIT Press.
  • Allern, T. H. 2008. “A Comparative Analysis of the Relationship between Dramaturgy and Epistemology in the Praxis of Gavin Bolton and Dorothy Heathcote.” Research in Drama Education: The Journal of Applied Theatre and Performance 13 (3): 321–335. doi:10.1080/13569780802410681.
  • Bakhtin, M. M. 1984. Rabelais and His World. Translated by H. Iswolsky. Bloomington: Indiana University Press.
  • Berardi, F. 2009. The Soul at Work: From Alienation to Autonomy. Pasadena: Semiotext(e).
  • Berry, H., T. D. Waite, K. B. G. Dear, A. G. Capon, and V. Murray. 2018. “The Case for Systems Thinking about Climate Change and Mental Health.” Nature Climate Change 8 (4): 282–290. doi:10.1038/s41558-018-0102-4.
  • Bodnar, S. 2008. “Wasted and Bombed: Clinical Enactments of a Changing Relationship to the Earth.” Psychoanalytic Dialogues 18 (4): 484–512. doi:10.1080/10481880802198319.
  • Brecht, B. 1940. “Short Description of a New Technique of Acting Which Produces an Alienation Effect.” In edited by J. G. Butler (Ed.) Star Texts: Image and Performance in Film and Television, Detroit: Wayne State University Press, p. 65–76.
  • Brown, M. Y. 2017. “Supporting Children Emotionally in Times of Climate Disruption.” In Education in Times of Environmental Crises, edited by K. Winograd, 195–209. New York: Routledge.
  • Bryan, A. 2020. “Affective Pedagogies: Foregrounding Emotion in Climate Change Education.” Policy & Practice: A Development Education Review 30: 8–30.
  • Carleton, R. N., G. Desgagné, R. Krakauer, and R. Y. Hong. 2019. “Increasing Intolerance of Uncertainty over Time: The Potential Influence of Increasing Connectivity.” Cognitive Behaviour Therapy 48 (2): 121–136. doi:10.1080/16506073.2018.1476580.
  • Clayton, S., C. Manning, and C. Hodge. 2014. Beyond Storms & Droughts: The Psychological Impacts of Climate Change. Washington, DC: APA and ecoAmerica.
  • Clayton, S., C. Manning, K. Krygsman, and M. Speiser. 2017. Mental Health and Our Changing Climate: Impacts, Implications, and Guidance. Washington, DC: APA and ecoAmerica.
  • Clayton, S., and G. Myers. 2015. Conservation Psychology: Understanding and Promoting Human Care for Nature. John Wiley & Sons, West Sussex.
  • Corner, A., O. Roberts, S. Chiari, S. Völler, E. S. Mayrhuber, S. Mandl, and K. Monson. 2015. “How Do Young People Engage with Climate Change? The Role of Knowledge, Values, Message Framing, and Trusted Communicators.” Wiley Interdisciplinary Reviews: Climate Change 6 (5): 523–534. doi:10.1002/wcc.353.
  • Cunsolo, W. A., and N. R. Ellis. 2018. “Ecological Grief as a Mental Health Response to Climate Change-Related Loss.” Nature Climate Change 8 (4): 275–281. doi:10.1038/s41558-018-0092-2.
  • Cunsolo, W. A., and K. Landman, eds. 2017. Mourning Nature: Hope at the Heart of Ecological Loss & Grief. Montreal: McGill-Queen’s University Press.
  • Dentith, S. 2002. Parody. Routledge, London.
  • Doherty, T. J. 2015. “Mental Health Impacts.” In Climate Change and Public Health, edited by B. Levy and J. Patz, 195–214. Oxford: Oxford University Press.
  • Eaton, M. 2017. “Navigating Anger, Fear, Grief, and Despair.” In Contemplative Approaches to Sustainability in Higher Education: Theory and Practice, edited by M. Eaton, H. J. Hughes, and J. McGregor, 40–54. New York: Routledge.
  • Edwards, S. A., and L. Buzzell. 2009. “The Waking up Syndrome.” In Ecotherapy: Healing with Nature in Mind, edited by L. Buzzell, and C. Chalquist, 123–130. San Francisco, CA: Sierra Club Books.
  • Figueroa, R. M. 2017. “Learning in the Anthropocene: Environmental Justice and Climate Pedagogy.” In Teaching Climate Change in the Humanities, edited by S. Siperstein, S. Hall, and S. LeMenager, 110–117. London: Routledge.
  • Foster, J. 2015. After Sustainability: Denial, Hope, Retrieval. London: Routledge.
  • Foster, J. 2017. Towards Deep Hope: Climate Tragedy, Realism and Policy. Weymouth, Dorset: Green House Think Tank. http://www.greenhousethinktank.org/page.php?pageid=publications.
  • Foster, R., J. Mäkelä, and R. Martusewicz, eds. 2018. Art, Ecojustice, and Education: Intersecting Theories and Practices. London: Routledge.
  • Gallagher, K., and A. Wessels. 2013. “Between the Frames: Youth Spectatorship and Theatre as Curated, ‘Unruly’ Pedagogical Space.” Research in Drama Education: The Journal of Applied Theatre and Performance 18 (1): 25–43. doi:10.1080/13569783.2012.756167.
  • Grund, J., and A. Brock. 2019. “Why We Should Empty Pandora’s Box to Create a Sustainable Future: Hope, Sustainability and Its Implications for Education.” Sustainability 11 (3): 893. doi:10.3390/su11030893.
  • Haraway, 2016. Staying with the Trouble: Making Kin in the Chthulucene. Experimental Futures. Durham, NC: Duke University Press.
  • Heddon, D., and J. Milling. 2015. Devising Performance: A Critical History. Macmillan International Higher Education, Basingstoke.
  • Heikkinen, H. 2016. “Drama and Citizenship – Devised Drama for Education.” JSSE-Journal of Social Science Education 15 (4): 32–39.
  • Heras, M., and J. D. Tàbara. 2014. “Let’s Play Transformations! Performative Methods for Sustainability.” Sustainability Science 9 (3): 379–398. doi:10.1007/s11625-014-0245-9.
  • 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.
  • Hicks, D. 2014. Educating for Hope in Troubled Times: Climate Change and the Transition to a Post-Carbon Future. London: Institute of Education Press.
  • Hmielowski, J. D., R. Donaway, and M. Y. Wang. 2019. “Environmental Risk Information Seeking: The Differential Roles of Anxiety and Hopelessness.” Environmental Communication 13 (7): 815–894. doi:10.1080/17524032.2018.1500926.
  • Hoggett, P., ed. 2019. Climate Psychology: On Indifference to Disaster. Studies in the Psychosocial. Cham: Palgrave Macmillan.
  • Holmberg, A., and A. Alvinius. 2020. “Children’s Protest in Relation to the Climate Emergency: A Qualitative Study on a New Form of Resistance Promoting Political and Social Change.” Childhood 27 (1): 78–92. doi:10.1177/0907568219879970.
  • Howard, P. 2013. “Everywhere You Go Always Take the Weather with You’: Phenomenology and the Pedagogy of Climate Change Education.” Phenomenology & Practice 7 (2): 3–18. doi:10.29173/pandpr21165.
  • Jensen, T. 2019. Ecologies of Guilt in Environmental Rhetorics. Springer International Publishing, Cham.
  • Jylhä, K. M. 2017. “Denial versus Reality of Climate Change.” In Encyclopedia of the Anthropocene, edited by Dominick A. DellaSala and Michael I. Goldstein, 487–492. Elsevier, Oxford. doi:10.1016/B978-0-12-809665-9.09762-7.
  • Kelly, A. 2017. Eco-Anxiety at University: Student Experiences and Academic Perspectives on Cultivating Healthy Emotional Responses to the Climate Crisis. Independent Study Project (ISP) Collection 2642. Boulder & Melbourne: The University of Colorado at Boulder. http://digitalcollections.sit.edu/isp_collection/2642.
  • Law, M., S. Corbin, M. Wilkins, V. Harris, G. Martin, and R. Lowe. 2020. “The Last Hurrah (and the Long Haul): Co-Creation of Theatre as Climate Change Education.” Journal of Geography in Higher Education doi:10.1080/03098265.2020.1849064.
  • Lehmann, H. T. 2016. Tragedy and Dramatic Theatre. Abingdon: Routledge.
  • Lehtonen, A., and P. Pihkala. 2021. “From Eco-Anxiety to Hope through Drama.” In Beyond Text, edited by J. Adams and A. Owens. Intellect, Bristol, 89–110.
  • Lehtonen, A., A. Salonen, and H. Cantell. 2018. “Climate Change Education: A New Approach for a World of Wicked Problems.” In Sustainability, Human Well-Being, and the Future of Education, edited by J. Cook. Palgrave Macmillan, Cham, p. 339–374.
  • Lertzman, R. A. 2015. Environmental Melancholia: Psychoanalytic Dimensions of Engagement. New York: Routledge.
  • Lockwood, A. 2012. “The Affective Legacy of Silent Spring.” Environmental Humanities 1 (1): 123–140. doi:10.1215/22011919-3610003.
  • Moser, S. C. 2015. “Whither the Heart(-to-Heart)? Prospects for a Humanistic Turn in Environmental Communication as the World Changes Darkly.” In Handbook on Environment and Communication, edited by A. Hansen and R. Cox, 402–413. London: Routledge.
  • Nicholson, H. 2011. Theatre, Education and Performance. Hampshire: Palgrave Macmillan.
  • Nicholson, H. 2014. Applied Drama: The Gift of Theatre. Hampshire: Macmillan International Higher Education.
  • Nivalainen, M. 2018. Adorno’s Tragic Vision (No. 600). University of Jyväskylä, Jyväskylä.
  • Norgaard, K. M. 2011. Living in Denial: Climate Change, Emotions, and Everyday Life. Cambridge: MIT Press.
  • Norris, J. 2017. Playbuilding as Qualitative Research: A Participatory Arts-Based Approach. Routledge, London.
  • O’Brien, Karen, Elin Selboe, and Bronwyn M. Hayward. 2018. “Exploring Youth Activism on Climate Change: Dutiful, Disruptive, and Dangerous Dissent.” Ecology and Society 23 (3): 42. doi:10.5751/ES-10287-230342.
  • Ojala, M. 2012. “Regulating Worry, Promoting Hope: How Do Children, Adolescents, and Young Adults Cope with Climate Change?” International Journal of Environmental and Science Education 7 (4): 537–561.
  • 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. “Eco-Anxiety.” RSA Journal 164 (4): 10–15. https://medium.com/rsa-journal/eco-anxiety-323056def77f.
  • Østern, A. L. 2006. Emerging research as a basis for developing a poetics of drama education. Drama Australia Journal, 30(2): 9–25.
  • Perry, M. 2011. “Theatre and Knowing: Considering the Pedagogical Spaces in Devised Theatre.” Youth Theatre Journal 25 (1): 63–74. doi:10.1080/08929092.2011.569461.
  • Perry, M., A. Wessels, and A. C. Wager. 2013. “From Playbuilding to Devising in Literacy Education: Aesthetic and Pedagogical Approaches.” Journal of Adolescent & Adult Literacy 56 (8): 649–658. doi:10.1002/JAAL.195.
  • Pihkala, P. 2017. “Environmental Education after Sustainability: Hope in the Midst of Tragedy.” Global Discourse 7 (1): 109–127. doi:10.1080/23269995.2017.1300412.
  • Pihkala, P. 2018. “Eco‐Anxiety, Tragedy, and Hope: Psychological and Spiritual Dimensions of Climate Change.” Zygon® 53 (2): 545–569. doi:10.1111/zygo.12407.
  • Pihkala, P. 2020a. “Anxiety and the Ecological Crisis: An Analysis of Eco-Anxiety and Climate.”. Sustainability 12 (19): 7836. doi:10.3390/su12197836.
  • Pihkala, P. 2020b. “Eco-Anxiety and Environmental Education.” Sustainability 12 (23): 10149. doi:10.3390/su122310149.
  • Piispa, M., and S. Myllyniemi. 2019. “Nuoret ja Ilmastonmuutos: Tiedot, Huoli ja Toiminta Nuorisobarometrien Valossa.” [Youth and Climate Change: Information, Concern and Action in the Light of Youth Barometers]. Yhteiskuntapolitiikka 84 (1): 61–69.
  • Rasmussen, B. 2010. “The ‘Good Enough’ Drama: Reinterpreting Constructivist Aesthetics and Epistemology in Drama Education.” Research in Drama Education. The Journal of Applied Theatre and Performance 15 (4): 529–546.
  • Rasmussen, B. 2014. “The Art of Researching with Art: Towards an Ecological Epistemology.” Applied Theatre Research 2 (1): 21–32. doi:10.1386/atr.2.1.21_1.
  • Ray, S. J. 2018. “Coming of Age at the End of the World: The Affective Arc of Undergraduate Environmental Studies Curricula.” In Affective Ecocriticism: Emotion, Embodiment, Environment, edited by Kyle A. Bladow and Jennifer Ladino, 299–319. Nebraska: UNP.
  • Rees J. 2015. From guilty conscience to collective climate action: the role of negative moral emotions in motivating individual and group-based proenvironmental behavior. Bielefeld: Universität Bielefeld.
  • Rudiak-Gould, P. 2015. “The Social Life of Blame in the Anthropocene.” Environment & Society 6: 48–65. doi:10.3167/ares.2015.060104.
  • Saari, A., and J. Mullen. 2020. “Dark Places: Environmental Education Research in a World of Hyperobjects.” Environmental Education Research 26 (9–10): 1466–1478. doi:10.1080/13504622.2018.15218.
  • Särkelä, E., and J. Suoranta. 2016. “Nuorten Tulevaisuuskertomukset ja Refleksiivinen Oppiminen.” [Youth Future Stories and Reflective Learning].” Nuorisotutkimus 34 (3): 19–38.
  • Searle, K., and K. Gow. 2010. “Do Concerns about Climate Change Lead to Distress?” International Journal of Climate Change Strategies and Management 2 (4): 362–379. doi:10.1108/17568691011089891.
  • Selby, D. E., and F. Kagawa. 2018. “Teetering on the Brink: Subversive and Restorative Learning in Times of Climate Turmoil and Disaster.” Journal of Transformative Education 16 (4): 302–322. doi:10.1177/1541344618782441.
  • Smith, P., and N. Howe. 2015. Climate Change as Social Drama: Global Warming in the Public Sphere. Cambridge, UK: Cambridge University Press.
  • Stoknes, P. E. 2015. What We Think about When We Try Not to Think about Global Warming: Toward a New Psychology of Climate Action. Chelsea: Green Publishing.
  • Szeman, I. 2017. “Energy, Climate and the Classroom.” In Teaching Climate Change in the Humanities, edited by S. Siperstein, S. Hall, and S. LeMenager, 46–52. London: Routledge.
  • Tait, P. 2015. “Love, Fear, and Climate Change: Emotions in Drama and Performance.” Publications of the Modern Language Association of America 130 (5): 1501–1505. doi:10.1632/pmla.2015.130.5.1501.
  • Tam, P. C. 2010. “The Implications of Carnival Theory for Interpreting Drama Pedagogy.” Research in Drama Education: The Journal of Applied Theatre and Performance 15 (2): 175–192. doi:10.1080/13569781003700078.
  • Tolppanen, S., and M. Aksela. 2018. “Identifying and Addressing Students’ Questions on Climate Change.” The Journal of Environmental Education 49 (5): 375–389. doi:10.1080/00958964.2017.1417816.
  • Verlie, B. 2019. “Bearing Worlds: Learning to Live-with Climate Change.” Environmental Education Research 25 (5): 751–766. doi:10.1080/13504622.2019.1637823.
  • Vogel, S. 2015. Thinking like a Mall: Environmental Philosophy after the End of Nature. Cambridge, MA: MIT Press.
  • Weintrobe, S., ed. 2013. Engaging with Climate Change: Psychoanalytic and Interdisciplinary Perspectives. London: Routledge.
  • Willox, A. C. 2012. “Climate Change as the Work of Mourning.” Ethics & the Environment 17 (2): 137–164.
  • Wilson, R. 2017. “Will the End of the World Be on the Final Exam? Emotions, Climate Change, and Teaching an Introductory Environmental Studies Course.” In Teaching Climate Change in the Humanities, edited by S. Siperstein, S. Hall, and S. LeMenager, 53–58. London: Routledge.
  • Winograd, K. 2017. “There’s No Time to Waste: Teachers, Act with Courage and Conviction!” In Education in Times of Environmental Crises: Teaching Children to Be Agents of Change, edited by Ken Winograd, 262–267. New York: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.