Youth Voice on Climate Change: Using Factor Analysis to Understand the Intersection of Science, Politics, and Emotion

Autor/inn/en	Zummo, Lynne; Gargroetzi, Emma; Garcia, Antero
Titel	Youth Voice on Climate Change: Using Factor Analysis to Understand the Intersection of Science, Politics, and Emotion
Quelle	In: Environmental Education Research, 26 (2020) 8, S.1207-1226 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zummo, Lynne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1771288
Schlagwörter	Climate; Change; Political Issues; Youth; Public Opinion; Environmental Education; Elementary Secondary Education; Citizen Participation; Knowledge Level; Emotional Response; Advocacy; Adolescents; Letters (Correspondence); Conservation (Environment); Ecology; Natural Resources; Communication Strategies + Suchen Sie Ihr Suchwort? Klima; Wandel; Politischer Faktor; Jugend; Jugendlicher; Jugendalter; Öffentliche Meinung; Umweltbildung; Umwelterziehung; Umweltpädagogik; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Wissensbasis; Emotionales Verhalten; Sozialanwaltschaft; Adolescent; Adolescence; Adoleszenz; Brief; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologie; Natural Ressource; Natürliche Ressource; Kommunikationsstrategie
Abstract	A complex issue at the intersection of science, emotion, and politics, climate change is on the minds of young people across the globe, as evidenced through worldwide climate strikes. This manuscript presents an analysis of letters written by 350 young people across the US during the 2016 Presidential election season. These letters, submitted through a digital platform called "Letters to the Next President," demanded public attention to climate change. Using mixed-methods, we identified in these letters three distinct discourses, or ways of discussing climate change: a "solution-oriented discourse," a "climate politics discourse," and a "discourse of doom." These discourses give insight into the types of knowledge and emotions that intersect for youth about climate change, while also demonstrating the politicization of climate change for some youth in the US. We offer research and pedagogical implications, noting the need for educators to consider the politicized contexts that shape climate change learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01