Learning with student climate strikers’ humour: towards critical affective climate justice literacies
Learning with student climate strikers’ humour: towards critical affective climate justice literacies
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以学生气候罢工者的幽默来学习：培养批判性的情感气候正义素养
DOI：
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发表时间：
2022
影响因子：
3.2
通讯作者：
Evan Center
中科院分区：
文献类型：
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作者：
E. Mayes;Evan Center
跨国气候罢课运动（也被称为“未来星期五”和“青年气候罢课”）政治策略的一个显著特征是在纸板标语、数字表情包和社交媒体帖子上使用幽默。年轻人的纸板标语、表情包和社交媒体帖子经常将幽默作为公共教育和政治干预的手段，在情感上激起共鸣，并在政治上与他人接触。在本文中，我们认为罢课者创造和调动幽默展示了一种重要的情感气候正义素养，致力于追求气候正义的教育工作者有很多值得学习的地方。在分析当代学生气候正义行动主义中的幽默例子时，本文将先前对社会运动研究和气候变化交流中幽默潜力的分析与环境教育学者的呼吁进行了对话，呼吁人们更多地关注情感对气候正义教育的效力，而不仅仅是理性地关注气候科学素养。我们概述了四种教学主张与幽默一起工作，伴随着他们自己的困惑，在走向关键的情感气候正义素养。
Abstract A marked feature of the political tactics of the transnational School Strike 4 Climate movement (also known as Fridays for Futures and Youth Strike for Climate) has been the use of humour on cardboard signs, digital memes and social media posts. Young people’s cardboard signs, memes and social media posts have frequently mobilised humour as public pedagogy and political intervention – to emotionally stir and to politically engage others. In this article, we argue that the school strikers’ creation and mobilisation of humour demonstrate a critical affective climate justice literacy that educators committed to pursuing climate justice have much to learn from. In analysing examples of humour in contemporary student climate justice activism, this article brings previous analyses of the potential of humour in social movement studies and climate change communication into conversation with calls from environmental education scholars to pay greater attention to the potency of emotion for climate justice education, beyond a rationalistic focus on climate science literacy. We outline four pedagogical propositions for working with humour, accompanied by their own perplexities, in moving towards critical affective climate justice literacies.