Climate Strikes: Their Value in Engaging and Educating Secondary School Students

Autor/inn/en	Bright, Ria; Eames, Chris
Titel	Climate Strikes: Their Value in Engaging and Educating Secondary School Students
Quelle	In: set: Research Information for Teachers, (2020) 3, S.4-11 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Climate; Activism; Social Justice; Learner Engagement; Active Learning; Inquiry; Environmental Education; Sustainable Development; Political Issues; World Problems; Multiple Literacies; Anxiety; Student Attitudes; Youth Leaders; Adolescents; Secondary School Students; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Klima; Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Aktives Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Politischer Faktor; Weltproblem; Angst; Schülerverhalten; Jugendführer; Jugendleiter; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Ausland; Neuseeland
Abstract	The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01