What Is Climate Change Education?
- 194 Downloads
This article addresses the questions of what and how educators should teach and how students might be engaged to learn in preparation for an uncertain future arising from the risks and the human and ecological impacts of climate change. Relevant literature is briefly reviewed on student and teacher understandings of climate change and conceptions of climate change education as education for preparing students for future climate change mitigation and adaptation measures and the potential for disaster. Opportunities in Australian schools for teaching climate change mitigation and adaptation are critically examined. Climate change should be understood as a complex social as well as scientific issue characterized by uncertain and context-specific knowledge. This demands educators engage in inquiry and co-learning with students. The lack of time and the reported curriculum opportunities to address climate change in the classroom suggest a need for using co-curricular and community initiatives for student investigations and learning. Teachers must encourage students to think critically and creatively about approaches to climate change mitigation and adaptation and develop their capacity to respond with meaningful actions.
KeywordsMitigation and adaptation Disaster risk Uncertain knowledge
- Anderson, A. (2010). Combating climate change through quality education. Retrieved from https://www.brookings.edu/research/combating-climate-change-through-quality-education/
- Australian Education for Sustainability Alliance (AESA). (2014). State of education for sustainability report and final report for phases 1–3 education for sustainability and the Australian curriculum project. Melbourne: AESA http://www.educationforsustainability.org.au/publications/final-report-for-phases-1-3-education-for-sustainability-and-the-australian-curriculum-project/.Google Scholar
- Boon, H. J. (2016). Pre-service teachers and climate change: A stalemate? Australian Journal of Teacher Education, 41(4), 39–63.Google Scholar
- Cameron, C., & Norrington-Davies, G. (2010). Children and disaster risk reduction in Asia and the Pacific: A way forward. Discussion Paper presented at the High-Level Meeting on Cooperation for Child Rights in the Asia-Pacific Region, 4–6 November 2010. http://www.unicef.org/eapro/Children_and_Disaster_Risk_Reduction.pdf
- Climate Change Authority (CCA). (2012). Targets and progress review. Chapter 2 science and impacts of climate change. Canberra: CCA http://www.climatechangeauthority.gov.au/reviews/targets-and-progress-review/part/chapter-2-science-and-impacts-climate-change.Google Scholar
- Commonwealth of Australia Department of the Prime Minister and Cabinet (2015). National innovation and science agenda. http://www.innovation.gov.au/system/files/case-study/NationaInnovationandScienceAgenda-Report.pdf
- Donnelly, P., & Wiltshire, K. (2014). Review of the Australian curriculum final report. Canberra: Australian Government Department of Education https://docs.education.gov.au/system/files/doc/other/review_of_the_national_curriculum_final_report.pdf.Google Scholar
- Glasser, H. (2007). Minding the gap: The role of social learning in linking our stated desire for a more sustainable world to our everyday actions and policies. In A.E.J. Wals (Ed.), Social learning: Toward a more sustainable world (pp. 35–61). Wageningen: Wageningen Academic Publishers.Google Scholar
- Gonzalez-Guardiano, E., & Meira-Cartea, P. (2010). Climate change education and communication: A critical perspective on obstacles and resistances. In F. Kagawa & D. Selby (Eds.), Education and climate change: Living and learning in interesting times (pp. 13–34). New York: Routledge.Google Scholar
- Intergovernmental Panel on Climate Change (IPCC) (2014). Climate change 2014: Synthesis Report. Contribution of working groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change. Geneva: IPCC. https://www.ipcc.ch/report/ar5/syr/.
- Kagawa, F., & Selby, D. (2010). Introduction. In F. Kagawa & D. Selby (Eds.), Education and climate change: Living and learning in interesting times. New York: Taylor & Francis.Google Scholar
- Krasny, M. E., & DuBois, B. (2016). Climate adaptation education: embracing reality or abandoning environmental values. Environmental Education Research, 1–12. Published online 16 June 2016.Google Scholar
- Lotz-Sisitka, H. (2010). Climate injustice: How should education respond?. In F. Kagawa & D. Selby (Eds.), Education and climate change: Learning and living in interesting times. 71–88. New York: Routledge.Google Scholar
- McBain, B. (2016). Let’s not play chicken with the future. Herding the Green Chicken (blog) 17 August 2016. Newcastle, NSW: University of Newcastle https://uonblogs.newcastle.edu.au/herdingthegreenchicken/2016/08/17/lets-not-play-chicken-with-the-future/.
- McKeown, R., & Hopkins, C. (2010). Rethinking climate change education. Green Teacher, 89, 17.Google Scholar
- Moser, S. C. (2010). Communicating climate change: History, challenges, process and future directions. Wiley Interdisciplinary Reviews: Climate Change, 1(1), 31–53.Google Scholar
- Nicholls, J. (2016). Understanding how Queensland teachers’ views on climate change and climate change education shape their reported practices. Unpublished doctoral dissertation. Cairns, Australia: James Cook University.Google Scholar
- Orr, D. (2004). Ecological literacy: Education and the transition to a postmodern world. New York: State University of New York Press.Google Scholar
- Stevenson, R. B. with Stirling, C. (2011). Environmental learning and agency in diverse educational and cultural contexts. In R. B. Stevenson & J. Dillon (Eds.) Engaging environmental education: Learning, culture and agency (pp. 219–38). Rotterdam: Sense Publishers.Google Scholar
- United Nations Educational Scientific and Cultural Organization (UNESCO), & United Nations Environment Programme (UNEP). (2011). Climate change starters guide book. Paris: UNESCO.Google Scholar
- Whitmore, J. (2016). Public support for climate action on the up after dark days: Climate Institute survey. The Conversation. 26 September 2016. https://theconversation.com/business-moves-on-climate-as-the-paris-agreement-gets-closer-to-sealing-the-deal-65892
- Wisner, B. (2006). Let our children teach us! A review of the role of education and knowledge in disaster risk reduction. Inter-agency task force Cluster Group on Education and Knowledge. http://www.unisdr.org/files/609_10030.pdf
- Wolf, M., & Moser, S. C. (2011). Individual understandings, perceptions, and engagement with climate change: Insights from in-depth studies across the world. Wiley Interdisciplinary Reviews: Climate Change, 2(4), 547–569.Google Scholar