A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh
A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh
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气候正义教育案例：美国青年与孟加拉国代内气候不公正的联系
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发表时间：
2019
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影响因子：
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通讯作者：
S. R. Stapleton
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作者：
S. R. Stapleton
摘要在这篇论文中，我提出了围绕社会正义框架气候变化教育的证据。更具体地说，我为围绕代内气候正义框架气候变化教育提供了实证支持，并认为这种框架可以影响工业化富裕国家的年轻人成为动员起来的、参与气候变化的个人。为此，我对参加了孟加拉国全球气候变化教育项目的美国青年的叙述进行了批判性的定性分析。我的发现包括：将气候正义置于背景之中的重要性，将气候变化框定在人类周围，将我们自己卷入这个问题并认识到我们在缓解方面的义务，将气候变化视为真实和有形的，处于受气候变化影响的地方，感受到与受影响者的团结，以及认识到社会不公和气候变化影响中的权力差距。基于这些发现，我推荐一种方法，为原本抽象的全球问题提供背景、细微差别和个人联系。
Abstract In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated in a global climate change education program in Bangladesh. My findings include the importance of contextualizing climate justice, framing climate change around humans, implicating ourselves in the problem and recognizing our own obligations in mitigation, seeing climate change as real and tangible, being in a place impacted by climate change, feeling solidarity with those impacted, and recognizing social injustice and power disparities within climate change impacts. Based on these findings, I recommend an approach that provides context, nuance, and personal connection to an otherwise abstract global problem.