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Navigating Difficult Knowledge: High...

Van Gelder, Jonathan Maxwell,

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Navigating Difficult Knowledge: High School Students' Responses to Climate Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Navigating Difficult Knowledge: High School Students' Responses to Climate Education // Jonathan Maxwell Van Gelder.
Author:	Van Gelder, Jonathan Maxwell,
Description:	1 electronic resource (116 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-01, Section: B.
Contained By:	Dissertations Abstracts International87-01B.
Subject:	Environmental education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32120368
ISBN:	9798286475285

Navigating Difficult Knowledge: High School Students' Responses to Climate Education /
Van Gelder, Jonathan Maxwell,

Navigating Difficult Knowledge: High School Students' Responses to Climate Education /Jonathan Maxwell Van Gelder. - 1 electronic resource (116 pages)

Source: Dissertations Abstracts International, Volume: 87-01, Section: B.

This dissertation explored the role of high school educators in fostering climate literacy and emotional resilience among students. The central research question was: "What are the accounts of high school students who are actively concerned about climate change regarding their learning about climate change and climate action?"Through semistructured interviews with 10 high school students, the researcher investigated their perceptions of climate change, its impact on their future, and sources of hope. The problem addressed was how to teach and support students as they learn and respond to the difficult knowledge of climate change (Avery, 2021). The data were analyzed using thematic analysis and narrative inquiry (Braun & Clarke, 2006; Caine et al., 2013) to identify recurrent themes in students' perceptions, emotional responses, and proposed solutions.The results of the study indicated that students expressed significant concern about the future of the planet, and many articulated fears regarding the collapse of ecosystems and even their own mortality. Students often expressed these fears in terms of existential threats, such as the endangerment of human life. Sources of hope were also identified, including empowering visuals of successful environmental initiatives, collective action, and narratives that frame climate change in terms of achievable solutions. The results of the study also suggested that barriers to action included feelings of helplessness, apathy, and conflicting information from influential cultural figures, politicians, and corporations. Many students indicated a sense of powerlessness, acknowledging that their individual actions would not significantly alter the global crisis. In contrast, they expressed more optimism when engaging with climate-positive narratives, such as community efforts and global initiatives.These findings contribute to the broader conversation on climate education and offer recommendations about how educators can better support students in understanding, emotionally processing, and responding to the multifaceted impacts of climate change. The study emphasized the importance of integrating positive, solution-focused narratives into climate education and providing emotional support to students dealing with the complexities of climate change.

English

ISBN: 9798286475285Subjects--Topical Terms:

528212
Environmental education.
Subjects--Index Terms:

Climate education

Navigating Difficult Knowledge: High School Students' Responses to Climate Education /
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520 $a This dissertation explored the role of high school educators in fostering climate literacy and emotional resilience among students. The central research question was: "What are the accounts of high school students who are actively concerned about climate change regarding their learning about climate change and climate action?"Through semistructured interviews with 10 high school students, the researcher investigated their perceptions of climate change, its impact on their future, and sources of hope. The problem addressed was how to teach and support students as they learn and respond to the difficult knowledge of climate change (Avery, 2021). The data were analyzed using thematic analysis and narrative inquiry (Braun & Clarke, 2006; Caine et al., 2013) to identify recurrent themes in students' perceptions, emotional responses, and proposed solutions.The results of the study indicated that students expressed significant concern about the future of the planet, and many articulated fears regarding the collapse of ecosystems and even their own mortality. Students often expressed these fears in terms of existential threats, such as the endangerment of human life. Sources of hope were also identified, including empowering visuals of successful environmental initiatives, collective action, and narratives that frame climate change in terms of achievable solutions. The results of the study also suggested that barriers to action included feelings of helplessness, apathy, and conflicting information from influential cultural figures, politicians, and corporations. Many students indicated a sense of powerlessness, acknowledging that their individual actions would not significantly alter the global crisis. In contrast, they expressed more optimism when engaging with climate-positive narratives, such as community efforts and global initiatives.These findings contribute to the broader conversation on climate education and offer recommendations about how educators can better support students in understanding, emotionally processing, and responding to the multifaceted impacts of climate change. The study emphasized the importance of integrating positive, solution-focused narratives into climate education and providing emotional support to students dealing with the complexities of climate change.
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590 $a School code: 0795
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650 4 $a Social psychology. $3 520219
650 4 $a Secondary education. $3 2122779
650 4 $a Climate change. $2 bicssc $3 2079509
653 $a Climate education
653 $a Difficult knowledge
653 $a Narrative inquiry
653 $a Cultural figures
653 $a Ecosystems
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690 $a 0451
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710 2 $a Saybrook University. $b Transformative Social Change. $e degree granting institution. $3 3823229
720 1 $a Meeker, Joy $e degree supervisor.
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