Building resiliency to ecofascist radicalisation: Preventing an emerging threat DOI
Eszter Szenes

Опубликована: Ноя. 16, 2023

Since the 2019 and 2022 terrorist attacks in Christchurch, New Zealand, El Paso, Texas, Buffalo, York, both mainstream media scholarly interest ecofascism have increased significantly. This policy brief will illustrate how contemporary far- extreme right are exploiting climate crisis reviving white supremacist environmentalism. Specifically, it identify recurring linguistic patterns, which construct ecofascist grievances that link environmental degradation to ‘old’ conspiracy theories, such as ‘global Zionism’ or ‘white genocide’. It also eco-accelerationist solutions supremacists propose crisis. The concludes with a discussion on implications of these findings for building resiliency radicalisation.

Язык: Английский

Envisioning action‐oriented and justice‐driven climate change education: Insights from youth climate justice activists DOI Creative Commons
Carlie D. Trott

Children & Society, Год журнала: 2024, Номер 38(5), С. 1802 - 1823

Опубликована: Фев. 23, 2024

Abstract Through in‐depth interviews, this study explored US youth climate justice activists' views and experiences of change education (CCE) their recommendations for alternative educational approaches to advance justice. Youth activists ( N = 16; ages 15 17) viewed as critical spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science‐centric) or inadequate sparse, absent) school‐based CCE. Youths' emphasized the need justice‐driven action‐oriented CCE all equip learners with knowledge skills actively contribute urgently needed, justice‐minded, systems‐level change. Findings have implications curricular policy that enable action.

Язык: Английский

Процитировано

11
Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education DOI Creative Commons
Emily K. Olsen, Danielle F. Lawson, Lucy R. McClain

и другие.

Environmental Education Research, Год журнала: 2024, Номер unknown, С. 1 - 28

Опубликована: Фев. 11, 2024

Can environmental education help to mitigate learners eco/climate anxiety? Anxiety surrounding climate change has drastically risen in youth recent years. This paper aims answer the call from Pihkala's (2020) previous review for more concrete information on educational approaches support processing anxiety. As such, this systematic analyzed 15 studies 2017 2022, looking at anxiety literature. The were thematically organized by their emphasis (1) students' and/or educators' perspectives each of and (2) elements study that emphasized (a) heads (knowledge), (b) hands (action), or (c) hearts (emotions). findings suggest transformative education-based (heads, hands, heart) pedagogical emotions change, including We conclude with recommendations research, practice, policymakers.

Язык: Английский

Процитировано

10
Omani Pre-Service Teachers, Climate Change Anxiety, and Self-Efficacy to Teach Climate Change Education DOI
Wafaa Mohammed Moawad Abd–El–Aal, Neus Evans

Journal of Science Teacher Education, Год журнала: 2025, Номер unknown, С. 1 - 25

Опубликована: Янв. 13, 2025

This exploratory study investigates the relationship between climate change anxiety and self-efficacy in teaching education among Omani pre-service science teachers (PSSTs). Using a custom-designed questionnaire adapted from established scales, researchers collected data on levels across four domains (reported anxiety, stress levels, cognitive impacts, physiological impacts) to teach education. The survey was administered group of PSSTs, responses were analyzed using descriptive statistics correlation analysis. Results show all participating PSSTs experienced some level anxiety. A statistically significant, moderate negative found PSSTs' Higher associated with lower self-efficacy. No significant differences based gender or specialization. Building these findings, we discuss implications for teacher academics, curriculum developers, researchers, policymakers, others interested We argue range future initiatives initial that take into account.

Язык: Английский

Процитировано

0
Examining the Global Climate Change Awareness of Social Studies Teacher Candidates: Mixed Method Research DOI Creative Commons
Ayşe Özgün, Tuğçe Gamze İŞÇİ, Kubilay Yazıcı

и другие.

Educational Academic Research, Год журнала: 2025, Номер 56

Опубликована: Фев. 10, 2025

The aim of the research is to examine awareness social studies teacher candidates' global climate change and determine their views on subject. For this reason, was conducted using explanatory sequential design from mixed methods. Convenience sampling method used in determining participants. Accordingly, quantitative data collected 357 candidates, after were analyzed, 20 candidates selected a voluntary basis interviews conducted. In context, "Global Climate Change Awareness Scale", "Semi-Structured Interview" "Personal Information Form" as collection tools. Quantitative qualitative analyzed by descriptive statistical methods content analysis respectively combined interpreted. As result research, it determined that at high level. While there no statistically significant difference levels terms gender, grade, taking courses environmental education being member protection organizations variables, found between variable following visual publications environment. It results obtained findings similar findings.

Язык: Английский

Процитировано

0
Curriculare Einbindung der Klimabildung – wie ist der Stand und wo soll es hingehen? DOI Creative Commons
Anna-Kathryn Leve, Carola Garrecht, Ute Harms

и другие.

Zeitschrift für Didaktik der Naturwissenschaften, Год журнала: 2025, Номер 31(1)

Опубликована: Март 6, 2025

Zusammenfassung Der Umgang mit dem anthropogenen Klimawandel ist heute unbestrittenermaßen eine gesamtgesellschaftliche Notwendigkeit. Bildung kann einen Schlüsselbeitrag dazu leisten, dieser Notwendigkeit zu begegnen. Inwieweit die schulische Schlüsselrolle gerecht wird, lässt sich für Deutschland anhand der bundesländerspezifischen Curricula untersuchen. Die vorliegende Studie gibt einer Auswahl von drei Bundesländern (Bremen, Saarland, Mecklenburg-Vorpommern) vertieften Einblick, inwieweit und wie Klimabildung in deutschen Natur- Gesellschaftswissenschaften Sekundarstufe gegenwärtig umgesetzt wird. Es zeigen zwei Muster: zum einen, dass an übergreifende Themen, Nachhaltigkeit, angeknüpft, anderen, explizit als eigenständiger Inhalt festgeschrieben In beiden Fällen es sowohl curriculum-übergreifende Hinweise auch verbindliche Fachinhalte, das Thema aufgreifen. Schwerpunkte finden den Naturwissenschaften Geographie, aber weiteren, gesellschaftswissenschaftlichen Fächern Bezüge Klimawandel. Nicht erkenntlich aktuellen Dokumenten, Verbindung über diese Fächer hinweg geschieht.

Процитировано

0
Bridging pedagogy and technology: a systematic review of immersive virtual reality’s potential in climate change education DOI
Seçil Tısoğlu, Elif Sönmez, Kadir Kaya

и другие.

Environmental Education Research, Год журнала: 2025, Номер unknown, С. 1 - 31

Опубликована: Март 20, 2025

Язык: Английский

Процитировано

0
Chemistry Education for Climate Empowerment and Action DOI
Glenn A. Hurst, Denise Quiroz-Martínez, Jane E. Wissinger

и другие.

Journal of Chemical Education, Год журнала: 2025, Номер 102(4), С. 1349 - 1351

Опубликована: Апрель 8, 2025

Язык: Английский

Процитировано

0
Towards a fit-for-purpose climate change education: a systematic literature review identifying core principles and potential barriers DOI
Emma Morrissey Gleeson, John Morrissey

Environmental Education Research, Год журнала: 2024, Номер unknown, С. 1 - 54

Опубликована: Окт. 21, 2024

A Systematic Literature Review (SLR) is conducted to ascertain the components necessary for effective climate change education (CCE). In this research, CCE conceptualised as that which possesses capacity develop agents of change. This SLR examines type content needed, and pedagogical approaches required achieve this. It also barriers implementation such approaches, thus concomitantly CCE. uses Preferred Reporting Items Reviews Meta-Analyses (PRISMA), adapted from Chaudhary, Polonsky, McClaren article search. After articles are finalised, Braun Clarke six step approach thematic analysis used thematically analyse articles. concluded founded on application pedagogies serve promote a deeper understanding crisis our entanglement within it. Pedagogies enhance connection essential in providing solid foundation development However, teacher entanglement, educational institutions well students, parents other key stakeholders over-arching sociocultural system present fundamental challenge

Язык: Английский

Процитировано

3
Analysis of children’s questions on climate change reveals that they are most concerned about how to take action DOI Creative Commons
Chloe Lucas,

Charlotte A. Earl-Jones,

Gabi Mocatta

и другие.

One Earth, Год журнала: 2024, Номер 7(4), С. 663 - 673

Опубликована: Март 21, 2024

Children across the world are facing physical, emotional, and social impacts of climate change. Despite burgeoning scientific political discourse, voices opinions children underrepresented, as previous research has focused on adults. This lack representation contributes to feelings disempowerment betrayal. We investigate children's priorities for knowledge, reporting questions asked by approximately 1,500 Australian school students part a literacy engagement project. They reveal remarkable depth consideration about change, with stronger focus action than causes. "What can we do?" was core concern 40% questions, which often emphasized individual responsibility. Urgency frustration were evident in posing an existential threat life. Findings demonstrate importance considering valid concerns when making decisions that affect their education, well-being, future.

Язык: Английский

Процитировано

2
Climate READY: A three-semester youth empowerment program DOI Creative Commons
Rachel L. Wellman, Anne Henderson,

Ray Coleman

и другие.

Опубликована: Янв. 19, 2024

Abstract. The Climate Resilience Education and Action for Dedicate Youth (Climate READY) program, developed by the Florida Atlantic University Pine Jog Environmental Center (FAU Jog) funded National Oceanic Atmospheric Administration (NOAA) Literacy Program, built climate literacy community resilience through a three-semester dual enrollment program (NOAA-SEC-OED-2020-2006190). Most student participants (~80 %) were from Title-1, high schools in low socio-economic communities vulnerable to extreme weather environmental hazards Palm Beach County, Florida. main objectives increase knowledge of South Florida’s changing systems, teach promote environmentally responsible behavior that results stewardship healthy ecosystems reduction carbon consumption mitigate future risks, empower students act as agents change within teaching members about local impacts strategies events. Students READY Ambassador Institute (Summer Semester 1) knowledge, explored NOAA technology, engaged with scientists experts, communication advocacy skills, learned solutions. An Afterschool Mentorship (Fall 2) component paired new Ambassadors fourth- fifth- grade afterschool build awareness creation storybooks. Lastly, Community Outreach (Spring 3) provided ways share at public events promoted civic engagement Data collected form pre- post-assessment questionnaires during 2022–2023 academic year. Summative statistics analyzed science self-identity, self-efficacy, sense place. felt more prepared, confident, able communicate their many demonstrated significantly better understanding concepts.

Язык: Английский

Процитировано

1