“Carbon literacy practices”: textual footprints between school and home in children's construction of knowledge about climate change
“Carbon literacy practices”: textual footprints between school and home in children's construction of knowledge about climate change
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“碳素养实践”：学校和家庭之间的儿童气候变化知识建构中的文本足迹
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发表时间：
2013
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通讯作者：
C. Satchwell
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作者：
C. Satchwell
本文通过一个旨在了解儿童如何理解气候变化以及他们随后在学校、家庭和社区中的相关实践的小型研究项目的报告，探讨了“碳扫盲实践”的概念。借鉴新扫盲研究的背景[例如，巴顿，D.，汉密尔顿，M.和伊万尼克，R.，2000。情境式文学。伦敦：Routledge；Satchwell，C.和Ivanic，R.，2009。继续教育中学习的文本中介。收录于：M.S.Thorpe，G.Biesta和R.G.Edwards主编。重新思考学习和教学的环境。伦敦：鲁特利奇；萨奇韦尔，C.和伊万尼奇，2010年。读写大学生的自我：跨语境的流动性与矛盾性。收录于：K.Ecclestone，G.Biesta和M.Hughes主编。迷失在转型中？在生命的过程中改变和成为。伦敦：Routledge Falmer]，这篇论文探索了儿童对气候变化的理解、他们与气候变化有关的识字实践以及他们的环境社会实践之间的关系。数据来自一个项目，该项目涉及三所小学的儿童及其家庭--有“生态学校”地位的和没有“生态学校”地位的，该项目问：孩子们在学校里学到了什么关于气候变化的知识？他们在学校内外学到了什么，又是如何学到的？这些类型的学习是如何相互联系的？他们学到的东西是如何付诸实践的？简而言之，孩子们如何才能成为“碳识字”公民？此外，这篇论文还对儿童作为变革推动者的观念提出了质疑。儿童影响他人行为的概念听起来令人信服，但它基于一个直截了当的模型，如Shove[2010]所描述的。超越ABC：气候变化政策和社会变化理论。环境和规划A，42,1273-1285]作为ABC模式--这被认为是保健(阻止父母吸烟)和营销(说服父母购买某些产品)的有效战略，但不一定可以移植到其他背景下。此外，从识字研究和教育的工作中可以清楚地看到[Reink，D.等人]。编，1998。识字与技术手册：后印刷世界的变革。马哈瓦，新泽西州：劳伦斯·埃尔鲍姆·阿索克；吉，J.视频游戏可以教会我们识字和学习。汉普郡：帕尔格雷夫·麦克米伦；托米-格伦，T.；恩斯特伦，伊利诺伊州，主编，2003年。学校与工作之间：迁移与跨界的新视角。阿姆斯特丹：帕加蒙；Ivanič，R.等人，2009年。提高大学学习质量。伦敦：泰勒和弗朗西斯]语言和符号符号的转移绝不等同于知识、价值或功能的转移。换句话说，一堂关于气候变化及其影响的学校课程或电脑游戏并不意味着孩子们会自动关掉家里的灯。本文参考从观察、“推特”上的谈话、焦点小组和个人访谈中收集的定性数据来考虑这些问题。
This paper examines the notion of “carbon literacy practices” through reporting on a small research project aimed at understanding how children make sense of climate change, and their subsequent related practices at school, at home, and in the community. Drawing on a background in New Literacy Studies [e.g. Barton, D., Hamilton, M., and Ivanic, R., 2000. Situated literacies. London: Routledge; Satchwell, C., and Ivanic, R., 2009. Textual mediation of learning in Further Education. In: M.S. Thorpe, G. Biesta and R.G. Edwards, eds. Rethinking contexts for learning and teaching. London: Routledge; Satchwell, C., and Ivanic, R., 2010. Reading and writing the self as a college student: fluidity and ambivalence across contexts. In: K. Ecclestone, G. Biesta and M. Hughes, eds. Lost in transition? Change and becoming through the lifecourse. London: Routledge Falmer], the paper explores the relationships among children's understanding of climate change, their literacy practices in relation to climate change, and their environmental social practices. Data are included from a project involving children and their families from three primary schools – with and without “eco-school” status, which asked: What and how do children learn about climate change at school? What and how do they learn at home and outside of school? How do these kinds of learning relate to each other? How is what they learn put into practice? Put simply, how might children become “carbon literate” citizens? In addition, the paper interrogates the notion of children as agents of change. The concept of children influencing the behaviour of others sounds convincing, but is based on a straightforward model, described by Shove [2010. Beyond the ABC: climate change policy and theories of social change. Environment and Planning A, 42, 1273–1285] as the ABC model – which is considered an effective strategy in health care (stopping parents smoking) and in marketing (persuading parents to buy certain products), but is not necessarily transferable to other contexts. Further, it is clear from work in literacy studies and education [Reinking, D., et al. eds., 1998. Handbook of literacy and technology: transformations in a post-typographic world. Mahwah, NJ: Lawrence Erlbaum Assoc; Gee, J., 2003. What video games have to teach us about literacy and learning. Hampshire: Palgrave Macmillan; Tuomi-Gröhn, T., and Engeström, Y., eds., 2003. Between school and work: new perspectives on transfer and boundary crossing. Amsterdam: Pergamon; Ivanič, R., et al., 2009. Improving Learning in College. London: Taylor & Francis] that the transfer of linguistic and semiotic signs is by no means equivalent to the transfer of knowledge, values or functions. In other words, a school lesson or a computer game about climate change and its effects does not automatically mean that a child will turn the lights off at home. The paper considers these issues with reference to qualitative data collected from observations, conversations on “Twitter”, focus groups, and individual interviews.