{"title":"Envisioning action-oriented and justice-driven climate change education: Insights from youth climate justice activists","authors":"Carlie D. Trott","doi":"10.1111/chso.12846","DOIUrl":null,"url":null,"abstract":"<p>Through in-depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists (<i>N</i> = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science-centric) or inadequate (e.g., sparse, absent) school-based CCE. Youths' recommendations emphasized the need for justice-driven and action-oriented CCE for all ages to equip all learners with the knowledge and skills to actively contribute to urgently needed, justice-minded, systems-level change. Findings have implications for curricular and policy change that enable education for climate justice action.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"38 5","pages":"1802-1823"},"PeriodicalIF":1.4000,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12846","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Children & Society","FirstCategoryId":"90","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/chso.12846","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL WORK","Score":null,"Total":0}
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Abstract
Through in-depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists (N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science-centric) or inadequate (e.g., sparse, absent) school-based CCE. Youths' recommendations emphasized the need for justice-driven and action-oriented CCE for all ages to equip all learners with the knowledge and skills to actively contribute to urgently needed, justice-minded, systems-level change. Findings have implications for curricular and policy change that enable education for climate justice action.
期刊介绍：
Children & Society is an interdisciplinary journal publishing high quality research and debate on all aspects of childhood and policies and services for children and young people. The journal is based in the United Kingdom, with an international range and scope. The journal informs all those who work with and for children, young people and their families by publishing innovative papers on research and practice across a broad spectrum of topics, including: theories of childhood; children"s everyday lives at home, school and in the community; children"s culture, rights and participation; children"s health and well-being; child protection, early prevention and intervention.
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