1,113
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Transformative climate change education and the school caretaker: a more-than-human analysis with young people

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Received 27 Mar 2023, Accepted 12 Nov 2023, Published online: 24 Nov 2023

References

  • Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham and London: Duke University Press.
  • Barad, K. 2010. “Quantum Entanglements and Hauntological Relations of Inheritance: Dis/Continuities, SpaceTime Enfoldings, and Justice-to-Come.” Derrida Today 3 (2): 240–268. https://doi.org/10.3366/drt.2010.0206
  • Bosevska, J., and J. Kriewaldt. 2020. “Fostering a Whole-School Approach to Sustainability: Learning from One School’s Journey towards Sustainable Education.” International Research in Geographical and Environmental Education 29 (1): 55–73. https://doi.org/10.1080/10382046.2019.1661127
  • Boström, M., E. Andersson, M. Berg, K. Gustafsson, E. Gustavsson, E. Hysing, R. Lidskog, et al. 2018. “Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach.” Sustainability 10 (12): 4479. https://doi.org/10.3390/su10124479
  • Christie, B., P. Higgins, B. King, M. Collacott, K. Kirk, and H. Smith. 2019. “From Rhetoric to Reality: Examining the Policy Vision and the Professional Process of Enacting Learning for Sustainability in Scottish Schools.” Scottish Educational Review 51 (1): 44–56. https://doi.org/10.1163/27730840-05101006
  • Clarke, A. E. 2004. “Situational Analyses: Grounded Theory Mapping after the Postmodern Turn.” Symbolic Interaction 26 (4): 553–576. https://doi.org/10.1525/si.2003.26.4.553
  • Clarke, A. E. 2005. Situational Analysis: Grounded Theory after the Postmodern Turn. Thousand Oaks, CA: SAGE.
  • Clarke, A. E. 2009. “From Grounded Theory to Situational Analysis: What’s New? Why? How?.” In Developing Grounded Theory: The Second Generation, edited by J. M. Morse, 194–233. Walnut Creek, CA: Left Coast Press. https://doi.org/10.4324/9781315430577-13
  • Clarke, A. E., C. Friese, and R. S. Washburn. 2018. Situational Analysis. Grounded Theory after the Interpretive Turn. 2nd ed. Los Angeles: SAGE.
  • Deisenrieder, V., S. Kubisch, L. Keller, and J. Stötter. 2020. “Bridging the Action Gap by Democratizing Climate Change Education – The Case of k.i.d.Z.21 in the Context of Fridays for Future.” Sustainability (Switzerland) 12 (5): 1748. https://doi.org/10.3390/su12051748
  • Ferreira, J.-A., L. Ryan, and D. Tilbury. 2006. Whole-School Approaches to Sustainability: A Review of Models for Professional Development in Pre-Sercive Teacher Education. http://aries.mq.edu.au/projects/preservice/files/TeacherEduDec06.pdf.
  • Fletcher, A. J., A. T. Kincaid, T. Mcwhinney, and A. Kangouri. 2021. “Diversity and Inclusion across Gender and Geography: A Qualitative Survey and Participatory Situational Analysis.” In Handbook of Social Inclusion, edited by P. Liamputtong, 1–20. Cham: Springer. https://doi.org/10.1007/978-3-030-48277-0_58-1
  • Forssten Seiser, A., and U. Blossing. 2020. “Actions and Practice Architectures for Realising Sustainable Development by Restructuring School Organisations.” Forskning og Forandring 3 (2): 69–88. https://doi.org/10.23865/fof.v3.2457
  • Forssten Seiser, A., A. Mogren, N. Gericke, T. Berglund, and D. Olsson. 2023. “Developing School Leading Guidelines Facilitating a Whole School Approach to Education for Sustainable Development.” Environmental Education Research 29 (5): 783–805. https://doi.org/10.1080/13504622.2022.2151980
  • Fox, N. J., and P. Alldred. 2015. “New Materialist Social Inquiry: Designs, Methods and the Research-Assemblage.” International Journal of Social Research Methodology 18 (4): 399–414. https://doi.org/10.1080/13645579.2014.921458
  • Gibb, N. 2016. Getting Climate-Ready. A Guide for Schools on Climate Action. Paris: UNESCO.
  • Gough, N. 2016. “Postparadigmatic Materialisms: A “New Movement of Thought” for Outdoor Environmental Education Research?” Journal of Outdoor and Environmental Education 19 (2): 51–65. https://doi.org/10.1007/BF03400994
  • Henderson, K., and D. Tilbury. 2004. “Whole-School Approaches to Sustainability: An International Review of Whole- School Sustainability Programs.” Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Department of The Environment and Heritage 65. https://aries.mq.edu.au/projects/whole_school/files/international_review.pdf.
  • Holst, J. 2023. “Towards Coherence on Sustainability in Education: A Systematic Review of Whole Institution Approaches.” Sustainability Science 18 (2): 1015–1030. https://doi.org/10.1007/s11625-022-01226-8
  • IPCC. 2022. Climate Change 2022: Mitigation of Climate Change. Contribution of Working Group III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Edited by P. R. Shukla, J. Skea, R. Slade, A. Al Khourdajie, R. van Diemen, D. McCollum, M. Pathak, S. Some, P. Vyas, R. Fradera, M. Belkacemi, A. Hasija, G. Lisboa, & J. M. S. Luz. Cambridge, UK; New York, NY: Cambridge University Press. https://doi.org/10.1017/9781009157926
  • Iversen, E., and G. Jónsdóttir. 2019. “We Did See the Lapwing’ – Practising Environmental Citizenship in Upper-Secondary Science Education.” Environmental Education Research 25 (3): 411–421. https://doi.org/10.1080/13504622.2018.1455075
  • Jorgenson, S. N., J. C. Stephens, and B. White. 2019. “Environmental Education in Transition: A Critical Review of Recent Research on Climate Change and Energy Education.” The Journal of Environmental Education 50 (3): 160–171. https://doi.org/10.1080/00958964.2019.1604478
  • Jukes, S., and Y. Reeves. 2020. “More-than-Human Stories: Experimental co-Productions in Outdoor Environmental Education Pedagogy.” Environmental Education Research 26 (9-10): 1294–1312. https://doi.org/10.1080/13504622.2019.1699027
  • Keller, L., M. Riede, S. Link, K. Hüfner, and J. Stötter. 2022. “Can Education save Money, Energy, and the Climate?—Assessing the Potential Impacts of Climate Change Education on Energy Literacy and Energy Consumption in the Light of the EU Energy Efficiency Directive and the Austrian Energy Efficiency Act.” Energies 15 (3): 1118. https://doi.org/10.3390/en15031118
  • Keller, L., J. Stötter, A. Oberrauch, A. Kuthe, A. Körfgen, and K. Hüfner. 2019. “Changing Climate Change Education.” GAIA - Ecological Perspectives for Science and Society 28 (1): 35–43. https://doi.org/10.14512/gaia.28.1.10
  • Kubisch, S., H. Krimm, N. Liebhaber, K. Oberauer, V. Deisenrieder, S. Parth, M. Frick, J. Stötter, and L. Keller. 2022. “Rethinking Quality Science Education for Climate Action: Transdisciplinary Education for Transformative Learning and Engagement.” Frontiers in Education 7: 1–14. https://doi.org/10.3389/feduc.2022.838135
  • Kubisch, S., S. Parth, V. Deisenrieder, K. Oberauer, J. Stötter, and L. Keller. 2021. “From Transdisciplinary Research to Transdisciplinary Education-the Role of Schools in Contributing to Community Well-Being and Sustainable Development.” Sustainability (Switzerland) 13 (1): 306. https://doi.org/10.3390/su13010306
  • Larsson, J., and B. Dahlin. 2012. “Educating Far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education.” Complicity: An International Journal of Complexity and Education 9 (2): 1–14. https://doi.org/10.29173/cmplct17983
  • Lotz-Sisitka, H., A. E. J. Wals, D. Kronlid, and D. McGarry. 2015. “Transformative, Transgressive Social Learning: Rethinking Higher Education Pedagogy in Times of Systemic Global Dysfunction.” Current Opinion in Environmental Sustainability 16: 73–80. https://doi.org/10.1016/j.cosust.2015.07.018
  • Lynch, J., and G. Mannion. 2016. “Enacting a Place-Responsive Research Methodology: Walking Interviews with Educators.” Journal of Adventure Education and Outdoor Learning 16 (4): 330–345. https://doi.org/10.1080/14729679.2016.1163271
  • Lynch, J., and G. Mannion. 2021. “Place-Responsive Pedagogies in the Anthropocene: Attuning with the More-than-Human.” Environmental Education Research 27 (6): 864–878. https://doi.org/10.1080/13504622.2020.1867710
  • Mannion, G. 2020. “Re-Assembling Environmental and Sustainability Education: Orientations from New Materialism.” Environmental Education Research 26 (9-10): 1353–1372. https://doi.org/10.1080/13504622.2018.1536926
  • McPhie, J., and D. A. G. Clarke. 2015. “A Walk in the Park: Considering Practice for Outdoor Environmental Education through an Immanent Take on the Material Turn.” The Journal of Environmental Education 46 (4): 230–250. https://doi.org/10.1080/00958964.2015.1069250
  • Mills, J., K. Francis, and A. Bonner. 2008. “Getting to Know a Stranger-Rural Nurses’ Experiences of Mentoring: A Grounded Theory.” International Journal of Nursing Studies 45 (4): 599–607. https://doi.org/10.1016/j.ijnurstu.2006.12.003
  • Mitra, D. L. 2004. “The Significance of Students: Can Increasing “Student Voice” in Schools Lead to Gains in Youth Development?” Teachers College Record: The Voice of Scholarship in Education 106 (4): 651–688. https://doi.org/10.1111/j.1467-9620.2004.00354.x
  • Mochizuki, Y., and A. Bryan. 2015. “Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles.” Journal of Education for Sustainable Development 9 (1): 4–26. https://doi.org/10.1177/0973408215569109
  • Mogren, A., N. Gericke, and H. Å. Scherp. 2019. “Whole School Approaches to Education for Sustainable Development: A Model That Links to School Improvement.” Environmental Education Research 25 (4): 508–531. https://doi.org/10.1080/13504622.2018.1455074
  • 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. https://doi.org/10.1080/13504622.2017.1360842
  • Niccolini, A. D., and M. Pindyck. 2015. “Classroom Acts: New Materialisms and Haptic Encounters in an Urban Classroom.” Reconceptualizing Educational Research Methodology 6 (2): 1–23. https://doi.org/10.7577/rerm.1558
  • Nordtug, M. 2020. “Using Messy Map Interviews to Describe and Analyse Elements Pertinent to Interviewees.” Qualitative Research 22 (2): 269–281. https://doi.org/10.1177/1468794120979931
  • Oberauer, K., M. Schickl, M. Zint, N. Liebhaber, V. Deisenrieder, S. Kubisch, S. Parth, M. Frick, H. Stötter, and L. Keller. 2023. “The Impact of Teenagers’ Emotions on Their Complexity Thinking Competence Related to Climate Change and Its Consequences on Their Future: Looking at Complex Interconnections and Implications in Climate Change Education.” Sustainability Science 18 (2): 907–931. https://doi.org/10.1007/s11625-022-01222-y
  • One Planet Schools Working Group. 2012. Learning for Sustainability: The Report of the One Planet Schools Working Group. http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/ACE/OnePlanetSchools/LearningforSustainabilitreport
  • Pacini-Ketchabaw, V., F. Nxumalo, and M. C. Rowan. 2014. “Researching Neoliberal and Neocolonial Assemblages in Early Childhood Education.” International Review of Qualitative Research 7 (1): 39–57. https://doi.org/10.1525/irqr.2014.7.1.39
  • Polloni, L., I. Baldi, F. Lazzarotto, R. Bonaguro, A. Toniolo, D. Gregori, and A. Muraro. 2020. “Multidisciplinary Education Improves School Personnel’s Self-Efficacy in Managing Food Allergy and Anaphylaxis.” Pediatric Allergy and Immunology 31 (4): 380–387. https://doi.org/10.1111/pai.13212
  • Rieckmann, M. 2018. “Learning to Transform the World: Key Competencies in Education for Sustainable Development.” In Issues and Trends in Education for Sustainable Development, edited by W. J. Leicht, A. Heiss, J. Byun, 39–59. Paris: UNESCO.
  • Riley, K., and P. White. 2019. “Attuning-with”, Affect, and Assemblages of Relations in a Transdisciplinary Environmental Education.” Australian Journal of Environmental Education 35 (3): 262–272. https://doi.org/10.1017/aee.2019.30
  • 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. https://doi.org/10.1080/14733285.2019.1614532
  • Ruck, A., and G. Mannion. 2020. “Fieldnotes and Situational Analysis in Environmental Education Research: Experiments in New Materialism.” Environmental Education Research 26 (9-10): 1373–1390. https://doi.org/10.1080/13504622.2019.1594172
  • Schrot, O. G., L. Keller, D. Peduzzi, M. Riede, A. Kuthe, and D. Ludwig. 2019. “Teenagers Expand Their Conceptions of Climate Change Adaptation through Research-Education Cooperation.” In Climate Change and the Role of Education, edited by W. Leal Filho & S. Hemstock, 525–547. Cham: Springer. https://doi.org/10.1007/978-3-030-32898-6_29
  • Selby, D. 2009. “Reaching into the Holomovement: A Bohmian Perspective on Social Learning for Sustainability.” In Social Learning towards a Sustainable World, edited by A. E. J. Wals, Reprint ed., 165–180. Wageningen: Wageningen Academic Publishers.
  • Shallcross, Tony, Callie Loubser, Cheryl Le Roux, Rob O’Donoghue, and Justin Lupele. 2006. “Promoting Sustainable Development through Whole School Approaches: An International, Intercultural Teacher Education Research and Development Project.” Journal of Education for Teaching 32 (3): 283–301. https://doi.org/10.1080/02607470600782427
  • St. Pierre, E. A., A. Y. Jackson, and L. A. Mazzei. 2016. “New Empiricisms and New Materialisms: Conditions for New Inquiry.” Cultural Studies ↔ Critical Methodologies 16 (2): 99–110. https://doi.org/10.1177/1532708616638694
  • Taylor, C. A. 2013. “Objects, Bodies and Space: Gender and Embodied Practices of Mattering in the Classroom.” Gender and Education 25 (6): 688–703. https://doi.org/10.1080/09540253.2013.834864
  • Trott, C. D. 2020. “Children’s Constructive Climate Change Engagement: Empowering Awareness, Agency, and Action.” Environmental Education Research 26 (4): 532–554. https://doi.org/10.1080/13504622.2019.1675594
  • Trott, C. D. 2022. “Climate Change Education for Transformation: Exploring the Affective and Attitudinal Dimensions of Children’s Learning and Action.” Environmental Education Research 28 (7): 1023–1042. https://doi.org/10.1080/13504622.2021.2007223
  • Ulmer, J. B. 2017. “Posthumanism as Research Methodology: Inquiry in the Anthropocene.” International Journal of Qualitative Studies in Education 30 (9): 832–848. https://doi.org/10.1080/09518398.2017.1336806
  • UNESCO. 2020. Education for Sustainable Development. A Roadmap.
  • United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development. https://doi.org/10.1201/b20466-7
  • Van Poeck, K., L. Östman, and T. Block. 2020. “Opening Up the Black Box of Learning-by-Doing in Sustainability Transitions.” Environmental Innovation and Societal Transitions 34: 298–310. https://doi.org/10.1016/j.eist.2018.12.006
  • Verlie, B. 2021. Learning to Live with Climate Change: From Anxiety to Transformation. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9780367441265
  • Wals, A. E. J. 2011. “Learning Our Way to Sustainability.” Journal of Education for Sustainable Development 5 (2): 177–186. https://doi.org/10.1177/097340821100500208
  • Wals, A. E. J., and L. Schwarzin. 2012. “Fostering Organizational Sustainability through Dialogical Interaction.” The Learning Organization 19 (1): 11–27. https://doi.org/10.1108/09696471211190338