Developing a youth-centred methodology for the co-creation of Climate Change Education through collaborative, interdisciplinary approaches

该项目将通过青年气候活动家（YCA）和在职教师之间的合作，为共同创建气候变化教育（CCE）制定一种方法。所制定的方法将是对社区教育领域的宝贵贡献，因为该领域缺乏跨学科和以青年为中心的方法的实质性证据。本研究将以批判教育学研究的理论架构为基础。教师和年轻人将被定位为教育学的共同创造者，年轻人将带来气候正义的专业知识，以及他们自己对教育学的经验和理解。这项研究将探讨参与者在这一合作，青年主导的课程制定过程中与CCE有关的经验，以及该过程以新颖的教学方法的形式取得的成果。对于该项目的完整性至关重要的是，YCA有意义地参与项目的每个阶段，因此青年主导的参与行动研究（YPAR）的要素将影响方法论。原理和研究目标教育界对有效的CCE的必要性达成了共识（DfE，2021; UNFCCC，2018; Reid，2019）。教育部认识到教育部门有责任让年轻人为气候变化带来的未来挑战做好准备（DfE，2021）。这项研究的主要目的是开发一种与年轻人合作共同创建CCE的方法，继最近青年气候行动主义的激增之后，青年气候行动主义以前所未有的规模动员了年轻人，让他们了解气候危机并采取行动（Han & Ahn，2020）。这种通过青年领导的运动进行社区学习的形式往往受到批判性思维的启发或启发（Morales-Doyle和Fraustro，2021）。这项研究将借鉴现有的参与性研究，通过与青年领导的组织合作，挖掘先前存在的知识威尔斯。例如，坦纳（2010年）表明，参与性方法如何能够提供一种反叙述，以反驳气候讨论中关于儿童脆弱性的主流叙述，从而赋予年轻人权力和能动性。 CCE的方法往往以科学为主导（Eschell和Cutter-Mackenzie-Knowles，2019），结果是环境教育往往从教师对气候变化科学的知识的角度进行讨论，而不是他们准备好面对围绕我们如何过渡到公正的道德和政治问题，可持续的未来（布恩，2016）。Wise（2010）建议CCE的专业发展应使用跨学科方法，Hawkey等人（2019）通过跨学科透镜显示了研究气候变化等问题的价值。本研究旨在通过与各学科专业的中学教师合作，解决CCE中的科学和社会问题。此外，与YCA合作将有助于将气候和生态紧急情况作为一个社会正义问题，与当今青年面临的其他问题交叉，符合亨德森等人（2017）的呼吁，使气候正义成为教育研究界正义精神的基石。

This project will develop a methodology for the co-creation of Climate Change Education (CCE) through collaboration between young climate activists (YCAs) and in-service teachers. The methodology developed will be a valuable contribution to the field of CCE, which lacks substantial evidence of interdisciplinary and youth-centred approaches. This study will be informed by a theoretical framework of critical pedagogy study. Teachers and young people will be positioned as co-creators of pedagogy, with the young people bringing the specialist knowledge of climate justice, as well as their own experience and understanding of pedagogy. The research will examine both the experiences of the participants in this collaborative, youth-led process of curriculum making in relation to CCE, as well as the outcomes of that process in the form of novel pedagogical approaches. It is crucial to the integrity of this project that the YCAs are meaningfully involved in every stage of the project, hence elements of Youth-led Participatory Action Research (YPAR) will influence the methodology.Rationale and Research AimsThere is a consensus across the education community on the need for effective CCE (DfE, 2021; UNFCCC, 2018; Reid, 2019). The Department for Education recognises the responsibility of the education sector in preparing young people for the future challenges they will face as a result of climate change (DfE, 2021). The main aim of this study is to develop a methodology for the co-creation of CCE with young people as collaborators, following the recent surge in youth climate activism which has seen the mobilisation of young people on an unprecedented scale informing themselves about the climate crisis and taking action (Han & Ahn, 2020). This form of community learning through youth-led movements is often inspired or informed by critical pedagogies (Morales-Doyle and Fraustro, 2021). This study will draw on existing participatory studies to tap into pre-existing wells of knowledge by collaborating with youth-led organisations. For example, Tanner (2010) shows how participatory methodologies can provide a counter-narrative to dominant narratives of children's vulnerability in climate discourse, thereby giving young people power and agency. Approaches to CCE tend to be science-dominated (Rousell and Cutter-Mackenzie-Knowles, 2019), with the result that environmental education tends to be discussed from the perspective of teachers' knowledge of the science of climate change, rather than their preparedness to confront the ethical and political questions around how we transition to a just, sustainable future (Boon, 2016). Wise (2010) suggests that professional development in CCE should use interdisciplinary approaches and Hawkey et al. (2019) showed the value of examining problems such as climate change through an interdisciplinary lens. This study seeks to address both the scientific and social issues within CCE by working with secondary teachers across subject specialisms. Furthermore, working with YCAs will help to frame the climate and ecological emergency as a social justice issue which intersects with other issues faced by youth today, in line with the call from Henderson et al. (2017) to make climate justice a keystone in the educational research community's justice ethos.