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

该项目将制定一种方法，通过青年气候活动家(YCA)和在职教师之间的合作，共同创建气候变化教育(CCE)。制定的方法将是对CCE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。本研究将以批判性教育学研究的理论框架为指导。教师和青年将被定位为教育学的共同创造者，青年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。这项研究将审查参与者在这一由青年领导的与CCE有关的合作课程编制过程中的经验，以及这一过程以新的教学方法的形式产生的结果。对该项目的完整性至关重要的是，青年会有意义地参与项目的每个阶段，因此青年主导的参与性行动研究(YPAR)的要素将影响方法。合理性和研究目的教育界就有效的CCE的必要性达成了共识(DFE，2021年；《气候公约》，2018年；Reid，2019年)。教育部认识到教育部门有责任使年轻人做好准备，以应对气候变化带来的未来挑战(教育部，2021年)。这项研究的主要目的是制定一种方法，在年轻人作为合作者的情况下共同创建CCE，这是在最近青年气候行动主义激增之后，年轻人以前所未有的规模动员起来，告知自己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的社区学习形式往往受到批判性教学法的启发或启发(Morales-Doyle和Fraustro，2021)。这项研究将利用现有的参与性研究，通过与青年领导的组织合作，挖掘先前存在的知识宝库。例如，Tanner(2010)展示了参与性方法如何为气候话语中儿童脆弱性的主流叙事提供一种反叙事，从而赋予年轻人权力和代理。CCE的方法往往是以科学为主导的(Rousell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来讨论，而不是从他们准备好面对围绕我们如何过渡到公正、可持续的未来的伦理和政治问题(Boon，2016)。Wise(2010)建议CCE的专业发展应该使用跨学科方法和Hawkey等人。(2019)显示了通过跨学科的视角研究气候变化等问题的价值。这项研究试图通过与跨学科专业的中学教师合作来解决CCE中的科学和社会问题。此外，根据Henderson等人的呼吁，与基督教青年会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相交。(2017)使气候正义成为教育研究界正义风气的基石。

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.