2,498
Views
0
CrossRef citations to date
0
Altmetric
Articles

The burden of bad news: educators’ experiences of navigating climate change education

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & show all
Pages 1678-1691 | Received 12 Apr 2023, Accepted 14 Jul 2023, Published online: 23 Jul 2023

References

  • Almeida, S. C. 2013. “Environmental Education in a Climate of Reform: Understanding Teacher Educators’ Experiences.” Unpublished doctoral thesis, Monash University, Melbourne, Australia.
  • Almeida, S. C., D. Moore, and M. Barnes. 2018. “Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study from Australia.”  Australian Journal of Environmental Education34 (3): 228–243. doi:10.1017/aee.2018.40
  • Anchondo, C. 2019. “A Lukewarm Response to Climate Change: Across Texas, Teachers Face Obstacles to Covering a Politicized Subject in Their Classrooms.” Masters Diss., University of Texas.
  • Atkins, L., and S. Wallace. 2012. Qualitative Research in Education. London: SAGE publications.
  • Australian Government Department of Industry, Science, Energy and Resources. 2021. Australia’s nationally determined contribution communication 2021.
  • Azoulay, A. n.d. The OCE. https://www.oce.global/en/about-us
  • Baker, C., S. Clayton, and E. Bragg. 2021. “Educating for Resilience: Parent and Teacher Perceptions of Children’s Emotional Needs in Response to Climate Change.”  Environmental Education Research27 (5): 687–705. doi:10.1080/13504622.2020.1828288
  • Beach, R., J. Share, and A. Webb. 2017. Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference. New York: Routledge.
  • Beasy, K., C. Lucas, G. Mocatta, G. Pecl, and R. Kelly. 2022. How well does the new Australian curriculum prepare young people for climate change? The Conversation, May 23. https://theconversation.com/how-well-does-the-new-australian-curriculum-prepare-young-people-for-climate-change-183356
  • Boon, H. 2009. “Climate Change? When? Where?” The Australian Educational Researcher 36 (3): 43–64. doi:10.1007/BF03216905
  • Boon, H. J. 2010. “Climate Change? Who Knows? A Comparison of Secondary Students and Pre-Service Teachers.” Australian Journal of Teacher Education 35 (1): 104–120. doi:10.14221/ajte.2010v35n1.9
  • Braun, V., and V. Clarke. 2022. “Conceptual and Design Thinking for Thematic Analysis.” Qualitative Psychology 9 (1): 3–26. doi:10.1037/qup0000196
  • Bright, M., and C. Eames. 2022. “From Apathy through Anxiety to Action: Emotions as Motivators for Youth Climate Strike Leaders.” Australian Journal of Environmental Education 38 (1): 13–25. doi:10.1017/aee.2021.22
  • Busch, K. C., J. A. Henderson, and K. T. Stevenson. 2019. “Broadening Epistemologies and Methodologies in Climate Change Education Research.” Environmental Education Research 25 (6): 955–971. doi:10.1080/13504622.2018.1514588
  • Colliver, A. 2017. “Education for Climate Change and a Real-World Curriculum.” Curriculum Perspectives 37 (1): 73–78. doi:10.1007/s41297-017-0012-z
  • Cordero, E. C., D. Centeno, and A. M. Todd. 2020. “The Role of Climate Change Education on Individual Lifetime Carbon Emissions.” PloS One 15 (2): E 0206266. doi:10.1371/journal.pone.0206266
  • Denniss, R. J., and A. Davison. 2015. “Self and World in Lay Interpretations of Climate Change.” International Journal of Climate Change Strategies and Management 7 (2): 140–153. doi:10.1108/IJCCSM-03-2014-0046
  • Ennes, M., D. F. Lawson, K. T. Stevenson, M. N. Peterson, and M. G. Jones. 2021. “It’s about Time: Perceived Barriers to in-Service Teacher Climate Change Professional Development.” Environmental Education Research 27 (5): 762–778. doi:10.1080/13504622.2021.1909708
  • Ferreira, J., L. Ryan, J. Davis, M. Cavanagh, and J. Thomas. 2009. Mainstreaming Sustainability into Pre-Service Teacher Education in Australia. Canberra, Australia: Prepared by the Australian Research Institute in Education for Sustainability for the Australian Government Department of the Environment, Water, Heritage and the Arts.
  • Gavin, M., S. McGrath-Champm, R. Wilson, S. Fitzgerald, and M. Stacey. 2021. “Teacher Workload in Australia.” In New Perspectives on Education for Democracy, edited by Riddle, S., A. Herrernan & D. Bright, 110–123. Oxon: Routledge.
  • Goldberg, M. H., S. van der Linden, E. Maibach, and A. Leiserowitz. 2019. “Discussing Global Warming Leads to Greater Acceptance of Climate Science.” Proceedings of the National Academy of Sciences of the United States of America 116 (30): 14804–14805. doi:10.1073/pnas.1906589116
  • Gore, J., and B. Rosser. 2022. “Beyond Content-Focused Professional Development: Powerful Professional Learning through Genuine Learning Communities across Grades and Subjects.” Professional Development in Education 48 (2): 218–232. doi:10.1080/19415257.2020.1725904
  • Gough, A. 2002. “Mutualism: A Different Agenda for Science and Environmental Education.” International Journal of Science Education 24 (11): 1201–1215. doi:10.1080/09500690210136611
  • Gough, A. 2020. Educating Australia on the climate crisis. Asia and the pacific policy society. https://www.policyforum.net/educating-australia-on-the-climate-crisis/
  • Herman, B. C., A. Feldman, and V. Vernaza-Hernandez. 2017. “Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science.”  International Journal of Science and Mathematics Education15 (3): 451–471. doi:10.1007/s10763-015-9706-6
  • Hsu, Y.-S., R. Tytler, and P. J. White. 2022. Innovative Approaches to Socio-Scientific Issues and Sustainability Education – Linking Research to Practice. Germany: Springer.
  • Hufnagel, E. 2015. “Preservice Elementary Teachers’ Emotional Connections and Disconnections to Climate Change in a Science Course.” Journal of Research in Science Teaching 52 (9): 1296–1324. doi:10.1002/tea.21245.
  • Jones, C. A., and A. Davison. 2021. “Disempowering Emotions: The Role of Educational Experiences in Social Responses to Climate Change.” Geoforum 118: 190–200. doi:10.1016/j.geoforum.2020.11.006
  • Jones, Lucas. n.d. Manuscript submitted for publication, ‘Listen to Me!’: Young People’s Experiences of Talking About Emotional Impacts of Climate ‘Change’. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4326176
  • Karsgaard, C., and D. Davidson. 2023. “Must we Wait for Youth to Speak out before we Listen? International Youth Perspectives and Climate Change Education.” Educational Review 75 (1): 74–92. doi:10.1080/00131911.2021.1905611
  • Kelly, Rachel, Laura G. Elsler, Andrei Polejack, Sander van der Linden, Kajsa Tönnesson, Sarah E. Schoedinger, Francesca Santoro, et al. 2022. “Empowering Young People with Climate and Ocean Science: Five Strategies for Adults to Consider.” One Earth 5 (8): 861–874. doi:10.1016/j.oneear.2022.07.007
  • Li, C. J., M. C. Monroe, A. Oxarart, and T. Ritchie. 2021. “Building Teachers’ Self-Efficacy in Teaching about Climate Change through Educative Curriculum and Professional Development.” Applied Environmental Education & Communication 20 (1): 34–48. doi:10.1080/1533015X.2019.1617806
  • Liu, S., G. H. Roehrig, D. Bhattacharya, and K. Varma. 2015. “In-Service Teachers’ Attitudes, Knowledge and Classroom Teaching of Global Climate Change.” Science Educator 24 (1): 12–22.
  • Lombardi, D., and G. M. Sinatra. 2012. “College Students’ Perceptions about the Plausibility of Human-Induced Climate Change.” Research in Science Education 42 (2): 201–217. doi:10.1007/s11165-010-9196-z
  • Lucas, A. M. 1980. “Science and Environmental Education: Pious Hopes, Self Praise and Disciplinary Chauvinism.” Studies in Science Education 7 (1): 1–26. doi:10.1080/03057268008559874
  • Mockler, N. 2022. “Teacher Professional Learning under Audit: Reconfiguring Practice in an Age of Standards.” Professional Development in Education 48 (1): 166–180. doi:10.1080/19415257.2020.1720779
  • Monroe, M. C., R. R. Plate, A. Oxarart, A. Bowers, and W. A. Chaves. 2019. “Identifying Effective Climate Change Education Strategies: A Systematic Review of the Research.” Environmental Education Research 25 (6): 791–812. doi:10.1080/13504622.2017.1360842
  • Neas, S. 2023. “Narratives and Impacts of Formal Climate Education Experienced by Young Climate Activists.” Environmental Education Research. Advance online publication. doi:10.1080/13504622.2023.2193684
  • Nicholls, J. A. 2016. “Understanding How Queensland Teachers’ Views on Climate Change and Climate Change Education Shape Their Reported Practices.” Doctoral Diss., James Cook University.
  • 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. doi:10.1080/00958964.2015.1021662
  • 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. doi:10.1080/00958964.2020.1845589.
  • Ojala, M. 2022. “How Do Children, Adolescents, and Young Adults Relate to Climate Change? Implications for Developmental Psychology.” European Journal of Developmental Psychology doi:10.1080/17405629.2022.2108396
  • Reid, A., J. Dillon, N. Ardoin, and J. A. Ferreira. 2021. “Scientists’ Warnings and the Need to Reimagine, Recreate, and Restore Environmental Education.” Environmental Education Research 27 (6): 783–795. doi:10.1080/13504622.2021.1937577
  • Robottom, I. 1983. “Science: A Limited Vehicle for Environmental Education.” Australian Science Teachers Journal 29 (1): 27–31.
  • Rousell, D., and A. Cutter-Mackenzie-Knowles. 2020. “A Systematic Review of Climate Change Education: Giving Children and Young People a ‘Voice’ and a ‘Hand’ in Redressing Climate Change.” Children’s Geographies 18 (2): 191–208. doi:10.1080/14733285.2019.1614532
  • Sezen-Barrie, A., A. Miller-Rushing, and E. Hufnagel. 2020. “It’s a Gassy World’: starting with Students’ Wondering Questions to Inform Climate Change Education.” Environmental Education Research 26 (4): 555–576. doi:10.1080/13504622.2019.1610158
  • Sharma, A. 2012. “Global Climate Change: What Has Science Education Got to Do with It?” Science & Education 21 (1): 33–53. doi:10.1007/s11191-011-9372-1
  • Shepardson, D. P., D. Niyogi, A. Roychoudhury, and A. Hirsch. 2012. “Conceptualizing Climate Change in the Context of a Climate System: Implications for Climate and Environmental Education.”  Environmental Education Research18 (3): 323–352. doi:10.1080/13504622.2011.622839
  • Siegner, A., and N. Stapert. 2020. “Climate Change Education in the Humanities Classroom: A Case Study of the Lowell School Curriculum Pilot.”  Environmental Education Research26 (4): 511–531. doi: 10.1080/13504622.2019.1607258
  • Stevenson, R. B., J. Nicholls, and H. Whitehouse. 2017. “What is Climate Change Education?” Curriculum Perspectives 37 (1): 67–71. doi:10.1007/s41297-017-0015-9
  • Tasmanian Department of Education, Children and Young People. 2018. From Gumnuts to Buttons Feature. https://www.youtube.com/watch?v=CEYAglGlY8M
  • Tobler, C., V. H. Visschers, and M. Siegrist. 2012. “Consumers’ Knowledge about Climate Change.” Climatic Change 114 (2): 189–209. doi:10.1007/s10584-011-0393-1
  • Tytler, R. 2007. Re-Imagining Science Education: Engaging Students in Science or Australia’s Future. Australian Education Review Series: No. 51. ACER Press.
  • Tytler, R., and P. Freebody. 2023. How should we teach climate change in schools? It starts with ‘turbo charging’ teacher education. The Conversation, June 13. https://theconversation.com/how-should-we-teach-climate-change-in-schools-it-starts-with-turbo-charging-teacher-education-207221
  • UNESCO. 2015. Not Just Air: Putting Climate Change Education into Practice. France: United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000233083
  • United Nations Educational, Scientific and Cultural Organisation. 2020. Education for Sustainable Development: A Roadmap. France.
  • United Nations. 2015. Paris Agreement, Article 12. https://unfccc.int/sites/default/files/english_paris_agreement.pdf
  • United Nations. 2021. Climate Change ‘Biggest Threat Modern Humans Have Ever Faced’, World-Renowned Naturalist Tells Security Council, Calls for Greater Global Cooperation. Meetings coverage and press releases, Feb 23. https://www.un.org/press/en/2021/sc14445.doc.htm
  • United Nations. 2021. Education is key to addressing climate change. Climate Action. https://www.un.org/en/climatechange/climate-solutions/education-key-addressing-climate-change
  • Valdez, R. X., M. N. Peterson, and K. T. Stevenson. 2018. “How Communication with Teachers, Family and Friends Contributes to Predicting Climate Change Behaviour among Adolescents.”  Environmental Conservation45 (2): 183–191. doi:10.1017/S0376892917000443
  • Verlie, B. 2022. Learning to Live with Climate Change: From Anxiety to Transformation. Taylor & Francis.
  • Waldron, F., B. Ruane, R. Oberman, and S. Morris. 2019. “Geographical Process or Global Injustice? Contrasting Educational Perspectives on Climate Change.”  Environmental Education Research25 (6): 895–911. doi:10.1080/13504622.2016.1255876
  • Whitehouse, H. 2021. Australia Needs a Climate Change Education Policy. Professional Voice. https://www.aeuvic.asn.au/professional-voice-1422
  • Whitehouse, H., and L. Larri. 2019. Ever wondered what our curriculum teaches kids about climate change? The answer is ‘not much’. The Conversation, Sep 19. https://theconversation.com/ever-wondered-what-our-curriculum-teaches-kids-about-climate-change-the-answer-is-not-much-123272
  • Wildemeersch, D., M. Håkansson, and J. Læssøe. 2023. “No Time to Waste? Dealing with ‘Urgency’in Environmental and Sustainability Education.” Environmental Education Research doi:10.1080/13504622.2023.2213412
  • Zartner, D. 2019. “Focus on the Positive: How Do we Keep Our Classes from Becoming Too Depressing?” Journal of Political Science Education 15 (3): 346–364. doi:10.1080/15512169.2018.1472000
  • Zembylas, M. 2014. “Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations.” Curriculum Inquiry 44 (3): 390–412. doi:10.1111/curi.12051