“Our earth, it's like it's in a toaster”: Creative, figurative and narrative interactions in interviews with lower secondary school students about climate activism
{"title":"“Our earth, it's like it's in a toaster”: Creative, figurative and narrative interactions in interviews with lower secondary school students about climate activism","authors":"","doi":"10.1016/j.langcom.2024.08.003","DOIUrl":null,"url":null,"abstract":"<div><p>Previous studies have identified the use of metaphor and metonymy in contexts of youth-led climate protests and social media activism. In this study, we conducted semi-structured interviews to investigate how secondary school students in England make sense of different creative uses of metaphor and metonymy in a sample of slogans shared on social media for the Global Climate Strikes and #FridaysForFuture. For analysing students' responses, we produced a coding scheme to unpack the relationship between figurative interpretation and narrative. The findings suggest that different creative uses (e.g. twice-true, juxtaposition and personification) prompted different kinds of thinking about climate change and its relevance to students’ personal lives. The study has implications for research on figurative creativity, narrative, and climate change education.</p></div>","PeriodicalId":47575,"journal":{"name":"Language & Communication","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S027153092400051X/pdfft?md5=a14e1862520a67516fd1d695673ba96c&pid=1-s2.0-S027153092400051X-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language & Communication","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S027153092400051X","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
引用次数: 0
Abstract
Previous studies have identified the use of metaphor and metonymy in contexts of youth-led climate protests and social media activism. In this study, we conducted semi-structured interviews to investigate how secondary school students in England make sense of different creative uses of metaphor and metonymy in a sample of slogans shared on social media for the Global Climate Strikes and #FridaysForFuture. For analysing students' responses, we produced a coding scheme to unpack the relationship between figurative interpretation and narrative. The findings suggest that different creative uses (e.g. twice-true, juxtaposition and personification) prompted different kinds of thinking about climate change and its relevance to students’ personal lives. The study has implications for research on figurative creativity, narrative, and climate change education.
期刊介绍：
This journal is unique in that it provides a forum devoted to the interdisciplinary study of language and communication. The investigation of language and its communicational functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and sociolinguistics. The journal invites contributions which explore the implications of current research for establishing common theoretical frameworks within which findings from different areas of study may be accommodated and interrelated. By focusing attention on the many ways in which language is integrated with other forms of communicational activity and interactional behaviour, it is intended to encourage approaches to the study of language and communication which are not restricted by existing disciplinary boundaries.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
