“管理”不作为与公众对气候变化的脱节——(再)思考气候变化话语在义务教育中的作用

erin daina mcclellan, Katrinell M. Davis
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引用次数: 0

摘要

话语构成了关于事物的知识以及我们认识事物的过程。在正规教育和日常生活中都是如此。通过这种方式,学生对气候变化的了解和他们如何与公众就气候变化进行互动是相互交织的。在义务教育中实施关于话语的教学和学习是一个机会,通过关注如何识别和反击寻求不作为作为适当反应的策略,为年轻人批判性地参与公共生活做好准备。换句话说,通过关注气候变化教育话语的策略、影响和影响,与气候焦虑和气候疲劳相关的不作为的不良影响可以在长期(重新)想象中得到“管理”,即参与的公众有能力为可持续的共同未来而努力。我们认为,在全球义务教育课程中,关于气候变化话语的教育不仅可以为年轻人提供学习气候变化科学的机会,还可以为他们提供学习如何(重新)考虑其他人使用的话语策略的机会,否则就会促进和抵制行动呼吁。这可以培养出有能力、有动力、有准备的新一代公民,积极参与公共生活中的气候变化讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Managing” Inaction and Public Disengagement with Climate Change: (Re)considering the Role of Climate Change Discourse in Compulsory Education
Discourse constitutes knowledge about something and the processes by which we come to know it. This is true in formal education and everyday life. In this way, both what students know about climate change and how they engage with publics about climate change are intertwined. Implementing teaching and learning about discourse in compulsory education is an opportunity to prepare young people to critically engage in public life by focusing on how to recognise and counter strategies that seek inaction as an appropriate response. In other words, by focusing on the strategies, impacts and effects of discourse in education about climate change, the ill effects of inaction associated with climate anxiety and climate fatigue can be “managed” in a long-term (re)imagination of an engaged public capable of working towards a sustainable, shared future. We contend that education about climate change discourse in global compulsory education curricula can provide young people opportunities to learn not only about climate change science, but about how to (re)consider discursive strategies used by others that otherwise promote and resist calls for action. This can produce a new generation of citizens capable, motivated and prepared to actively engage climate change discourse in public life.
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