What is climate change education in Trump Country?

IF 2.2 Q2 PSYCHOLOGY, DEVELOPMENTAL

Educational and Developmental Psychologist Pub Date : 2021-12-16 DOI:10.1080/20590776.2021.2013713

David Long, Joseph A. Henderson, Kevin W. Meuwissen

{"title":"What is climate change education in Trump Country?","authors":"David Long, Joseph A. Henderson, Kevin W. Meuwissen","doi":"10.1080/20590776.2021.2013713","DOIUrl":null,"url":null,"abstract":"ABSTRACT Objective Research in social psychology and the learning sciences indicates that political ideologies shape how learners and teachers engage climate change science. Because conservative worldviews prioritize the maintenance of existing social hierarchies—specifically race, class, and gender—conservative learners often engage in motivated reasoning by minimizing cognitive dissonance when learning climate change. Social and psychological research on climate change denial affirms that these hierarchies influence how individuals engage, generating a socially situated identity-protective effect vis-à-vis status quo maintenance. What kinds of educational projects might be capable of mitigating resistance to climate change science among political conservatives? Method This paper uses cases from rural New York and rural Kentucky to illuminate pedagogical interactions around climate change science in conservative communities as bases for considering alternative educational projects. Results We argue that teaching about climate change in conservative contexts demands specificity to particular cultural-psychological conditions, including historical legacies related to patterns of natural resource extraction. These broader shifts in rural political and cultural economy shape ethical-cultural conceptions of teacher and learner identities at geographic scale. Conclusion In light of these findings, we discuss pedagogical pathways for overcoming such challenges—some actionable today, others requiring more development—relative to broader conversations in the climate change education literature.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"33 1","pages":"132 - 145"},"PeriodicalIF":2.2000,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational and Developmental Psychologist","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/20590776.2021.2013713","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 6

Abstract

ABSTRACT Objective Research in social psychology and the learning sciences indicates that political ideologies shape how learners and teachers engage climate change science. Because conservative worldviews prioritize the maintenance of existing social hierarchies—specifically race, class, and gender—conservative learners often engage in motivated reasoning by minimizing cognitive dissonance when learning climate change. Social and psychological research on climate change denial affirms that these hierarchies influence how individuals engage, generating a socially situated identity-protective effect vis-à-vis status quo maintenance. What kinds of educational projects might be capable of mitigating resistance to climate change science among political conservatives? Method This paper uses cases from rural New York and rural Kentucky to illuminate pedagogical interactions around climate change science in conservative communities as bases for considering alternative educational projects. Results We argue that teaching about climate change in conservative contexts demands specificity to particular cultural-psychological conditions, including historical legacies related to patterns of natural resource extraction. These broader shifts in rural political and cultural economy shape ethical-cultural conceptions of teacher and learner identities at geographic scale. Conclusion In light of these findings, we discuss pedagogical pathways for overcoming such challenges—some actionable today, others requiring more development—relative to broader conversations in the climate change education literature.

查看原文本刊更多论文

特朗普国家的气候变化教育是什么?

【摘要】目的社会心理学和学习科学的研究表明，政治意识形态影响着学习者和教师参与气候变化科学的方式。因为保守的世界观优先考虑维持现有的社会等级——特别是种族、阶级和性别——保守的学习者在学习气候变化时经常通过最小化认知失调来进行动机推理。关于否认气候变化的社会和心理学研究证实，这些等级影响着个人的参与方式，产生了一种社会地位的身份保护效应，不利于-à-vis维持现状。什么样的教育项目能够减轻政治保守派对气候变化科学的抵制?方法本文以纽约州农村和肯塔基州农村的案例为例，阐明在保守社区中围绕气候变化科学的教学互动，作为考虑替代教育项目的基础。我们认为，在保守背景下的气候变化教学需要特定的文化心理条件，包括与自然资源开采模式相关的历史遗产。农村政治和文化经济的这些更广泛的转变在地理尺度上塑造了教师和学习者身份的伦理文化观念。根据这些发现，我们讨论了与气候变化教育文献中更广泛的对话相关的克服这些挑战的教学途径，其中一些在今天是可行的，另一些则需要更多的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Educational and Developmental Psychologist PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.80

自引率

13.30%

发文量

期刊介绍： Published biannually, this quality, peer-reviewed journal publishes psychological research that makes a substantial contribution to the knowledge and practice of education and developmental psychology. The broad aims are to provide a vehicle for dissemination of research that is of national and international significance to the researchers, practitioners and students of educational and developmental psychology.