通过参与式讲故事相互学习:中学气候适应教育的创新方法

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Catherine Heinemeyer, Matthew Reason, Natalie Quatermass, Natalie Wood, Olalekan Adekola
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引用次数: 0

摘要

史无前例的全球气温将如何教授气候变化的敏感问题推到了风口浪尖。在本文中,我们建议重新关注适应问题,从而将辩论的焦点有效地转移到气候正义和建设社区复原力的切实可行的解决方案上。本文探讨了一个以实践为主导的项目,该项目试图创新和测试与年轻人一起使用参与式讲故事来探讨气候适应问题。我们的见解涉及两个方面:第一,通过与一线社区开展对话,相互学习的益处;第二,参与式讲故事如何通过为参与气候问题提供 "连接 "和 "容器",支持情感智能感知、代理和领导力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mutual learning through participatory storytelling: Creative approaches to climate adaptation education in secondary schools
Unprecedented global temperatures have brought the question of how to teach sensitive issues of climate change to the fore. In this paper we suggest that a refocusing on adaptation productively shifts the debate to climate justice and practical solutions to building community resilience. The paper examines a practice-led project that sought to innovate and test the use of participatory storytelling with young people to explore climate adaptation. Our insights relate to two areas: first, the benefits of mutual learning through engaging in dialogue with frontline communities; second, how participatory storytelling supports emotionally intelligent sensemaking, agency and leadership by providing both ‘connections’ and ‘containers’ for engaging with climate.
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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