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

人们正在形成共识，即缺乏有效的气候领导，加上机构惰性和混乱的治理机制，正在导致广泛的气候冷漠或极端主义。我们的联盟旨在通过儿童，教师和其他学习支持者的“眼睛和耳朵”共同创造新知识，了解他们如何理解和理解他们与气候复杂性和文化转变有关的生活。“挑战气候危机：儿童机构以学习转型为基础解决政策问题”项目（CCC-CATAPULT）采用青年主导的方法，旨在批判性地审视教育、世界观和跨文化对儿童以气候和环境为中心的学习和机构的影响。“生态焦虑”开始成为气候紧急情况的一个决定性特征。这对年轻人有影响。CCC-CATAPPITAL项目以此为出发点，建议创建一个充分融合的跨学科概念框架，综合使用多种知识、文献、方法和影响途径。概念框架将作为一个平衡的透镜，通过它，来自不同学科和地理背景（案例研究城市）的研究人员同时进行实证研究，容纳跨学科的观点，但没有任何一个学科占主导地位，无论是概念上还是方法上。从这些观点的初步考虑，我们的首要调查领域是：我们如何确保年轻人成为“气候文学”？当他们这样做的时候，我们如何确保扫盲不会变得势不可挡？青年时期关于气候影响的知识和/或经验是否会阻碍或培养气候素养？文化间合作和对话的经验是否能减少生态焦虑并增强年轻人的权能？青年人、教师和影响儿童学习的其他关键行为者如何理解应对气候紧急情况的价值观与行动之间的差距？跨文化和代际经历会对价值观-行动差距产生积极或消极影响吗？对于经历不同的意义形成和文化意义形成过程的年轻人来说，合法的转变在缩小价值观-行动差距方面可能是什么样子？为了探索这些研究领域，我们的跨学科联盟（包括在英格兰（布里斯托）、爱尔兰（高威）、芬兰（坦佩雷）和意大利（热那亚）的案例研究）将解决以下目标：（1）探索意义的形成以及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）共同创建在每种背景下转变以气候为重点的教育愿景;（3）在全球范围内开展气候教育。（4）共同开发一种方法和工具包，以更好地将教育和世界观知识与决策联系起来;（5）在教育环境内外共同开展和评估一系列研究知情活动，（6）共同制定政策和实践-我们的联盟汇集了跨文化的经验，从事研究到不同的知识和意义，公民身份的理解和学习的韧性。让年轻人直接参与研究将有助于他们的个人发展、自信和复原力。该项目还将通过以受益者为核心的广泛沟通和传播方案，间接影响父母、祖父母、同龄人以及更广泛的教育工作者和青年网络。我们渴望在不同文化中产生有影响力的研究证据，证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来减少价值行动和代际学习差距，以促进气候不确定的未来的社会转型。

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.