CCC-CATAPULT: Challenging the Climate Crisis: Children's Agency to TAckle Policy Underpinned by Learning for Transformation

正在形成的共识是，缺乏有效的气候领导，加上机构惰性和混乱的治理机制，正在导致普遍的气候冷漠或极端主义。我们的联盟寻求通过儿童、教师和其他学习支持者的“眼睛和耳朵”共同创造新的知识，学习他们如何面对气候复杂性和文化变化，以及如何理解他们的生活。采用青年主导的方法，挑战气候危机：儿童应对由转型学习支撑的政策的机构(CCC-CATAPULT)项目旨在批判性地审查教育、世界观和跨文化对儿童气候和环境重点学习和机构的影响，在‘生态焦虑’开始成为气候紧急情况的一个定义特征的时候。这对年轻人来说是有影响的。以此为起点，CCC-CATAPULT项目建议创建一个完全融合的、跨学科的概念框架，利用多种知识、文献、方法和影响途径进行综合。概念框架将被用作一个平衡的视角，通过它，来自不同学科和地理背景(案例研究城市)的研究人员将同时进行实证性研究，纳入跨学科的观点，但不会有任何一个学科在概念上或方法上占据主导地位。从这些角度的初步考虑来看，我们最主要的询问领域是：我们如何确保年轻人变得‘懂气候’？当它们是这样的时候，我们如何确保识字不会变得不堪重负？青年时期有关气候影响的知识和/或经验是否会阻碍或促进气候知识的普及？跨文化合作和对话的经历能否减少生态焦虑并增强年轻人的能力？年轻人、教师和其他塑造儿童学习的关键参与者如何理解应对气候紧急情况的价值与行动差距？跨文化和代际经历是否会对价值-行动差距产生积极或消极的影响？对于正在经历不同意义创造和文化意义形成过程的年轻人来说，合法的转型可能是什么样子的，这与缩小价值与行动的差距有关？为了探索这些调查领域，我们的跨学科联盟(与英格兰(布里斯托尔)、爱尔兰(戈尔韦)、芬兰(坦佩雷)和意大利(热那亚)的案例研究)将处理以下目标：(1)探索意义产生和现有的和潜在的新的社会规范、世界观、可能的紧张局势和生态焦虑；(2)在每个背景下共同创建转变的以气候为重点的教育的愿景；(3)深入规划见解和行动，以实现转变；(4)共同开发方法和工具包，更好地将教育和世界观知识与决策联系起来；(5)共同提供和评估一系列教育环境内外的研究知情活动，以及(6)共同制定以政策和实践为重点的建议。我们的联盟汇集了参与研究不同知识和意义、对公民身份的理解和学习以提高复原力的跨文化经验。让年轻人直接参与研究将有助于他们的个人发展、自信和韧性。该项目还将通过一个以受益者为核心的广泛的交流和传播方案，间接影响父母、祖父母、同龄人以及更广泛的教育工作者和年轻人网络。我们希望在不同文化中产生有影响力的研究证据，说明年轻人作为积极公民的作用，他们可以通过影响教育和政策制定，在气候不确定的未来减少价值行动和代际学习差距。

There is emerging consensus that lack of effective climate leadership, combined with institutional inertia and confused governance mechanisms, is resulting in widespread climate indifference or extremism. Our consortium seeks to co-create new knowledge through the 'eyes and ears' of children, teachers and other supporters of learning on how they situate and make sense of their lives in relation to climate complexity and cultural shifts. Using a youth-led methodology, the Challenging the Climate Crisis: Children's Agency to TAckle Policy Underpinned by Learning for Transformation project (CCC-CATAPULT) aims to critically examine educational, worldview and intercultural influences on children's climate and environment-focused learning and agency at a time when 'eco-anxiety' is starting to become a defining characteristic of the climate emergency. This has ramifications for young people. Taking this as a starting point, the CCC-CATAPULT project proposes creation of a fully blended, transdisciplinary conceptual framework, synthesized using multiple knowledges, literatures, methodologies and impact pathways. The conceptual framework will be used as a balanced lens through which researchers from different disciplines and geographical contexts (case study cities) simultaneously undertake empirical research that accommodates interdisciplinary viewpoints but without any one discipline dominating, either conceptually or methodologically.From initial consideration of these perspectives, our overarching areas of enquiry are: How do we ensure young people become 'climate literate'? And when they are, how do we ensure that literacy does not become overwhelming? Could knowledge and/or experiences of climate impacts during youth impede or nurture climate literacy? Could experiences of intercultural collaboration and dialogue nurture reduced eco-anxiety and empower young people? How do young people, teachers and other key actors who shape the learning of children understand the value-action gap in tackling the climate emergency? Could intercultural and intergenerational experiences positively or negatively influence the value-action gap? What might legitimate transformation look like to young people going through different processes of sense-making and cultural meaning formation in relation to reducing the value-action gap? To explore these areas of enquiry, our interdisciplinary consortium (with case studies in England (Bristol), Ireland (Galway), Finland (Tampere) and Italy (Genoa)) will address the following Objectives: (1) explore sense-making and existing and potentially new social norms, worldviews, possible tensions and eco-anxieties; (2) co-create a vision for transformed climate-focused education in each context; (3) deep-map insights and actions to enable transformation; (4) co-develop a methodology and toolkit to better link education and worldview knowledge with policymaking; (5) co-deliver and evaluate a set of research-informed activities inside and outside of educational settings, and (6) co-develop policy and practice-focused recommendations.Our consortium draws together intercultural experience in engaged research into different knowledges and sense-making, understandings of citizenship and learning for resilience. Asking young people to take part directly in research will contribute to their personal development, confidence and resilience. The project will also indirectly impact parents, grandparents, peers and wider networks of educators and young people through an extensive communication and dissemination programme that embeds beneficiaries at its heart. We aspire to generate impactful research evidence across cultures on the agency of young people as active citizens, who can reduce the value-action and intergenerational learning gaps through influencing education and policy making for societal transformation in a climate-uncertain future.