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Hope in the Anthropocene: Empowering...

Chalmers, Daphne,

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Hope in the Anthropocene: Empowering Students in Environmental and Sustainability Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Hope in the Anthropocene: Empowering Students in Environmental and Sustainability Education // Daphne Chalmers.
Author:	Chalmers, Daphne,
Description:	1 electronic resource (136 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-03.
Contained By:	Masters Abstracts International86-03.
Subject:	Oppression. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31338983
ISBN:	9798384199458

Hope in the Anthropocene: Empowering Students in Environmental and Sustainability Education /
Chalmers, Daphne,

Hope in the Anthropocene: Empowering Students in Environmental and Sustainability Education /Daphne Chalmers. - 1 electronic resource (136 pages)

Source: Masters Abstracts International, Volume: 86-03.

This thesis explores hope and empowerment within a novel climate change course at McGill University in Montreal/Tiohtia:ke. Given the urgency of the climate crisis and the high rates of eco-anxiety among young people, it's vital to understand what pedagogical approaches in higher education environmental and sustainability education (ESE) empowers students to act. Thus, the study addresses two central questions: RQ#1) How does active hope manifest in the content and instructional practices of professors and assistants teaching about climate change [at McGill University]? RQ#2) How do these hopeful pedagogical practices affect students' sense of empowerment? Active hope is conceptualized through the lenses of diverse disciplines and scholars (Freire, 2003, 2004; Giroux, 2007; Grain, 2022; Snyder et al., 2002) and empowerment is defined using Zimmerman's (2000) psychological empowerment theory. Following a constructivist paradigm and employing interpretative phenomenological analysis (IPA), data collection involved a two-step process. First, to understand active hope in pedagogy (RQ#1), the study conducted a syllabus analysis and semi-structured interviews with course instructors and teaching assistants. Subsequently, to examine the resulting effects on students' sense of empowerment (RQ#2), reflective journals and student focus groups were employed. Data analysis, using reflexive thematic analysis (Braun & Clarke, 2006, 2022), revealed three pillars of hope in education: the plurality of perspectives, connecting the climate crisis to self and emotions, and planning for change through community and localized action. Each theme provides tangible pedagogical practices for active hope. Additionally, the study proposes three avenues for enhancing active hope's engagement: embracing negative emotions, considering positionality, spirit, and discomfort, and fostering "ongoing resistance". Furthermore, the research demonstrates how these hopeful pedagogical approaches contribute to students' sense of empowerment, with recommendations for deepening the interactional element. Therefore, this study showcases a pedagogy of active hope, empowering students as agents of change in addressing the climate crisis.

English

ISBN: 9798384199458Subjects--Topical Terms:

804002
Oppression.

Hope in the Anthropocene: Empowering Students in Environmental and Sustainability Education /
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245 1 0 $a Hope in the Anthropocene: Empowering Students in Environmental and Sustainability Education / $c Daphne Chalmers.
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500 $a Advisors: Harvey, Blane.
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520 $a This thesis explores hope and empowerment within a novel climate change course at McGill University in Montreal/Tiohtia:ke. Given the urgency of the climate crisis and the high rates of eco-anxiety among young people, it's vital to understand what pedagogical approaches in higher education environmental and sustainability education (ESE) empowers students to act. Thus, the study addresses two central questions: RQ#1) How does active hope manifest in the content and instructional practices of professors and assistants teaching about climate change [at McGill University]? RQ#2) How do these hopeful pedagogical practices affect students' sense of empowerment? Active hope is conceptualized through the lenses of diverse disciplines and scholars (Freire, 2003, 2004; Giroux, 2007; Grain, 2022; Snyder et al., 2002) and empowerment is defined using Zimmerman's (2000) psychological empowerment theory. Following a constructivist paradigm and employing interpretative phenomenological analysis (IPA), data collection involved a two-step process. First, to understand active hope in pedagogy (RQ#1), the study conducted a syllabus analysis and semi-structured interviews with course instructors and teaching assistants. Subsequently, to examine the resulting effects on students' sense of empowerment (RQ#2), reflective journals and student focus groups were employed. Data analysis, using reflexive thematic analysis (Braun & Clarke, 2006, 2022), revealed three pillars of hope in education: the plurality of perspectives, connecting the climate crisis to self and emotions, and planning for change through community and localized action. Each theme provides tangible pedagogical practices for active hope. Additionally, the study proposes three avenues for enhancing active hope's engagement: embracing negative emotions, considering positionality, spirit, and discomfort, and fostering "ongoing resistance". Furthermore, the research demonstrates how these hopeful pedagogical approaches contribute to students' sense of empowerment, with recommendations for deepening the interactional element. Therefore, this study showcases a pedagogy of active hope, empowering students as agents of change in addressing the climate crisis.
520 $a Cette these explore les notions d'espoir et d'autonomisation dans le cadre d'un nouveau cours sur le changement climatique a l'Universite McGill, a Montreal/Tiohtia:ke. Compte tenu de l'urgence de la crise climatique et des taux eleves d'eco-anxiete chez les jeunes, il est essentiel de comprendre quelles approches pedagogiques, dans l'enseignement superieur de l'environnement et du developpement durable (EEDD), permettent aux etudiant.e.s de passer a l'action. L'etude aborde donc deux questions centrales : QR1) Comment l'espoir actif se manifeste-t-il dans le contenu et les pratiques pedagogiques des professeur.e.s et des assistant.e.s d'enseignement qui enseignent le changement climatique [a l'Universite McGill] ? QR2) Comment les pratiques pedagogiques fondees sur l'espoir affectent-elles le sentiment d'autonomisation des etudiant.e.s ? L'espoir actif est conceptualise a travers les lentilles de diverses disciplines et chercheur.e.s (Freire, 2003, 2004 ; Giroux, 2007 ; Grain, 2022 ; Snyder et al., 2002) et l'autonomisation est definie a l'aide de la theorie de l'autonomisation psychologique de Zimmerman (2000). Suivant un paradigme constructiviste et utilisant l'analyse phenomenologique interpretative (IPA), la collecte des donnees s'est deroulee en deux etapes. Tout d'abord, pour comprendre l'espoir actif dans la pedagogie (RQ#1), l'etude a procede a une analyse des syllabus et a des entretiens semi-structures avec des professeur.e.s et des assistant.e.s d'enseignement. Ensuite, pour examiner les effets resultants sur le sentiment d'autonomisation des etudiant.e.s (QR n° 2), des journaux de reflexion et des groupes de discussion composes d'etudiant.e.s ont ete crees. L'analyse des donnees a ete realisee a l'aide d'une analyse thematique reflexive (Braun & Clarke, 2006, 2022). Celle-ci a revele trois piliers de l'espoir au sein de l'education : la diversite des voix, le lien entre la crise climatique et soi-meme/ses emotions, et la planification du changement par le biais de la communaute et de l'action localisee. Chaque theme fournit des pratiques pedagogiques tangibles pour l'espoir actif. En outre, l'etude propose trois pistes pour renforcer l'engagement de l'espoir actif : accueillir les emotions negatives, tenir compte de la position, de l'esprit et de l'inconfort, et encourager la « resistance continue ». En outre, la recherche demontre comment ces approches pedagogiques de l'espoir contribuent au sentiment d'autonomisation des etudiant.e.s, avec des recommandations pour approfondir l'element interactionnel. Par consequent, cette etude presente une pedagogie de l'espoir actif, qui permet aux etudiant.e.s de devenir des agent.e.s de changement dans la lutte contre la crise climatique.
546 $a English
590 $a School code: 0781
650 4 $a Oppression. $3 804002
650 4 $a Emotions. $3 524569
650 4 $a Climate change. $2 bicssc $3 2079509
650 4 $a Empowerment. $2 lcstt $3 3266631
650 4 $a Sustainability. $3 1029978
690 $a 0404
690 $a 0640
710 2 $a McGill University (Canada). $e degree granting institution. $3 3759190
720 1 $a Harvey, Blane $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-03.
790 $a 0781
791 $a M.A.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31338983