Emotions and Affect in Climate Change Education
Topics: Geography Education
, Environment
, Global Change
Keywords: Emotions, Affect, Climate Change Education, Geography
Session Type: Virtual Paper Abstract
Day: Saturday
Session Start / End Time: 2/26/2022 08:00 AM (Eastern Time (US & Canada)) - 2/26/2022 09:20 AM (Eastern Time (US & Canada))
Room: Virtual 45
Authors:
Roger Baars, Kyoto University
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Abstract
We have seen growing efforts in formal education to increase environmental awareness and foster climate literacy. Traditionally, climate change education focused on cognitive learning and knowledge transfer, often shaped by narrow disciplinary concepts, e.g., in science education. Wicked problems, such as climate change, however, are complex and present new challenges to educators and students. Thus, more holistic approaches to climate change teaching and learning are required to improve overall learning outcomes and allow students to move from climate change awareness to action.
In contrast to traditional perspectives on emotions as creating irrational and problematic behaviors, current research on emotions in education has shown that emotions can foster constructive behaviors that could help tackling global threats, such as climate change. This paper considers the importance of emotional framings used in climate change education in relation to affective practices in teaching and learning. The paper does not explore the conceptual differences between affect and emotions in detail but focuses on what emotions (could) do or discourage students from doing instead.
The paper highlights the potential of emotional framings and affective practices in geography teaching to foster higher levels of climate engagement and action among youth. The paper analyses the emotional framings of climate change information in geography curricula and textbooks across three case-studies (Japan, Germany, and Australia), before illustrating how teachers’ affective practices connect to student motivation, empowerment, and activism. The paper discusses a variety of emotional assemblages observed in classroom settings, including trust, hope, anxiety, and boredom.
Emotions and Affect in Climate Change Education
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Virtual Paper Abstract
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