Justice and Equity in Climate Change Education: Exploring Social and Ethical Dimensions of Environmental Education

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Illustrations
Preface
List of Contributors
Introduction: Climate Change Education Must Be Education for Justice: Historical and Conceptual Foundations for Centering Equity in Climate Change Education
	Introduction
	Equity and Justice Issues in Climate Change, Adaptation, and Impacts
		Industrialization and Responsible Parties
		Past and Present Impacts of Colonialism
		Neoliberal Economic and Political Structures
		Intersections of Inequity
			Case 1: Experiences of Pacific Island Countries and Small Island Developing Nations
			Case 2: Geographic Government-Sanctioned Racism Against Black, Indigenous, and People of Color in the United States through Housing and Banking Policies
	Global Responses to Equity and Justice Issues
		A History of Global Policy
			Who’s Paying?
		IPCC Strategies for Equity in Adaptation
		Equitable Climate Change Education: A Missing Piece
	Theorizing Climate Change Education for Justice and Equity
		The Climate Impact and Education Link
		Climate Change Education Internationally
		Centering Equity and Justice in Climate Change Education
			Guiding Design Principles
	Conclusion
	References
Part I: Theoretical Perspectives of Equity and Justice in Climate Change Education
	Chapter 1: Bringing Climate Injustices to the Forefront: Learning from the Youth Climate Justice Movement
		Key Aspects of the Youth Climate Justice Movement
			Emergence of the Youth Climate Justice Movement
			Justice as Central for Youth Climate Activists
			Youth Protests and School Strikes
			Youth Agency
			Black, Indigenous, and Racialized Youth Climate Activists
			Youth Organizations and Social Movement Learning
			Emotional Work of the Climate Justice Movement
		Key Ideas that Formal Education Should Embrace from the Youth Climate Justice Movement
			Justice and Equity Orientation
			Interdisciplinary Action-Oriented Learning
			Leadership and Fostering Student Efficacy
			Activism in Education
			Attending to Youth Well-Being
		Future Directions
		References
	Chapter 2: Psychological Perspectives of Climate Equity: Reducing Abstraction and Distance through Engaged Empathy
		Barriers to Learning about Climate Equity Issues
			Motivated Reasoning
				Values and Attitudes
				Beliefs
				Emotions
			Social Identity and Group Dynamics
				Collective Conservatism
				Status Quo Bias
				Psychological Distance
			Facilitating Learning about Climate Change Equity Issues
			Education
				Integrative Learning
					Inoculation
			Knowledge Reconstruction
				Refutation Texts
				Critical Thinking
				Epistemic Cognition
			Engagement
			Moving Towards Engaged Empathy
		Conclusion
		References
	Chapter 3: Public Pedagogy, Climate Change Activism and the Case for Ecosocialism
		Introduction
		What is Public Pedagogy?
		Public Pedagogy Promoting Progressive Social Change
			Promoting Regressive Social Change
		Public Pedagogy and Climate Change Activism
			Greta Thunberg
			Extinction Rebellions (XR) US and America
		Public Pedagogy for Socialism
		The Case for Ecosocialism
			The Fourth Industrial Revolution
			Ecosocialism Must Be Feminist
			Ecosocialism Must Be Ecofeminist and Antiracist
		References
Part II: Case Studies and Enactments of Climate Change Education for Equity and Justice
	Chapter 4: Equitable and Just by Design: Engaging Youth of Color in Climate Change Education
		Introduction
		The National Wildlife Federation’s Earth Tomorrow ® Program
		Connecting Theory to Behavior Change
			Entry Level Variables
				Environmental Sensitivity
			Ownership Variables
				In-Depth Knowledge About the Issue
				Personal Investment in the Environment
			Empowerment Variables
				Perceived Skill in Using Environmental Action Strategies
				Intention and Ability to Act for the Environment
			The Earth Tomorrow ® Summer Institute
		Climate Change Education: An Imperative for Earth Tomorrow ® Leaders
		An Environmental Justice Framework
		Climate Justice is Environmental Justice
		A Pedagogy of Transformation: Climate Change Education as Social Justice Empowerment
			Environmental Justice Community Dinner
		Increasing Efficacy for Action: Civic Engagement
			Expanding Civic Engagement: The 2020 Elections
		Being the Change
		Conclusion
		References
	Chapter 5: A Course on Natural Disasters Gets Real: Living the Impacts of Climate Change in the US Virgin Islands
		The Story of ‘IrMaria’
		(Un)natural History of the VI: Climate Change Impacts
		Territorial and Demographic Contexts of the VI
		#VIStrong: Initial Response to IrMaria
		Youth Voices and Leadership: The Hurricane Essay
			Youth Voices: Ignorance of the Severity and Possible Impacts of Irma and Maria
			Youth Voices: Collaboration and Cooperation During and Following Irma and Maria
			Youth Voices: From Fear to Strength
			Synthesis of Hurricane Essays
		Education in the Post-IrMaria Landscape
			Education in the Post-IrMaria Landscape: Assessment of Disaster Preparedness
			Education in the Post-IrMaria Landscape: Service Learning as a Pathway
		Conclusion
		References
	Chapter 6: “A Different Kind of Middleman”: Preservice Science Teachers’ Agency for Climate Change Education
		Introduction
			What is Teacher Agency and Why Does It Matter?
			Preservice Teacher Agency from an Ethical and Moral Lens for Climate Change Education
				What Leads to Preservice Teachers’ High Feeling of Agency to Teach Climate Change?
				From a High Feeling of Agency to Taking Action: What Do Preservice Teachers Need?
		Modes of Inquiry
			Focal Participant and Her Relationship with the Research
			Context and Data Collection Process
			Data Analysis Approach
		Findings
			Reasons for Initial Moderate Sense of PST Agency
				Scale of the Population
				Time Allocated
				Type of Conversations
			Factors Leading to an Improved Sense of Agency
				Scaffolding of Scientific Practices
				Ethics of Care: Youth
			Challenges to Improved Sense of Agency
				The Isolated Nature of the Curriculum
			School Culture and the Lack of Administrative Support
		Discussions and Further Implications
		References
	Chapter 7: Leadership in Eco-Justice Environmental Educational Practice: A Case for Climate Change Curricula through Poetic Inquiry that Involves Storytelling and Walking the Land
		Storytelling, Imagination, and Identity-Formation
			The World is Burning
		Walking the Land: Toward Healthy Literacies
		Eco-Justice Pedagogy, Climate Change, and Anthropocentrism
		Thinking Forward: Implications for Climate Change Education
			Walk Places You Know
		References
	Chapter 8: Land-Based Environmental Education as a Climate Change Resilience: A Learning Experience from a Cross-Cultural Community Garden
		Situating Researchers
			Ranjan
			Prarthona
			Jean
		Climate Change Education Challenges
		Case-Study Focusing on Land-based Environmental Education as Climate Change Resilience Actions
			Children’s Learning Opportunities as a Climate Change Resilience Action
			Learning Challenges as a Climate Change Resilience Action
			Intergenerational Learning Space
			Food Sovereignty as a Climate Change Resilience Action
			Children’s Relationships with Insects and Plants as a Climate Change Resilience Action
			Taking Responsibility as a Climate Change Resilience Action
			Land-Based Practice as a Climate Change Resilience Action
			Recycling as a Climate Change Resilience Action
		Our Reflections on Climate Change Education
			Indigenous Land-Based Learning and Practice
			Environmental Challenges
			Intergenerational Learning
			Holistic Learning
		References
	Chapter 9: Children’s Environmental Identity Development in a Changing Arctic Environment
		Introduction
		Climate Change and Inequity in the Arctic
		Alaska Children’s Environmental Identity Development
		Research Questions
		Research Context
		Researcher Positioning
		Research Methods
		Findings
			Grace’s Found Treasure: Learning to be Resourceful in an Interconnected World
			Erin’s Blueberries: Excitement and Skills for Subsisting on the Land
			Jackson’s Trouble on the Tundra: Mistrust and Uncertainty in a Novel Environment
			Chloe’s Moose Spotting: Awareness and Readiness to Read the Landscape
			Anne Fishing: Developing Resiliency in Subsisting from the Land
		Concluding Discussion
		Acknowledgment
		References
	Chapter 10: Contested Agency and Authorship in Middle School Girls’ Climate Science Digital Storytelling: Disentangling Individual and Collective Agency
		Introduction
		Voice and Agency in Science
		Identity and Middle School Science
		Agency Through Narrative and Digital Storytelling
		Methodology
			Context and Participants
			Curriculum Overview
			Data and Analysis
			Researcher Positioning
		Findings
			Overview
			Story Overview
			Eva: Bidding to Be a Director
			Lena: Bidding to Be an Author
			Alexis: Bidding Not to Act
		Discussion
			Supporting Youth Voice Through Digital Media
			Identity Work and Agency under Threat
			Whose Story Is Told?
		Conclusion
		Acknowledgment
		References
Index