How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education
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Helen’s Place Education Consultancy, 34 Southwood Road, Wiltshire BA14 7BZ, UK
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Energy Safety Research Institute, College of Engineering, Swansea University, Swansea SA1 8EN, UK
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School of Management, Swansea University, Swansea SA1 8EN, UK
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Department of Communications and Journalism, Bournemouth University, Dorset BH12 5BB, UK
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Department of Psychology, College of Human and Health Science, Swansea University, Swansea SA2 8PP, UK
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Author to whom correspondence should be addressed.
Academic Editors: Maria Amélia Martins-Loução and Dawn Sanders
Sustainability 2021, 13(4), 1961; https://doi.org/10.3390/su13041961
Received: 11 December 2020
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Revised: 26 January 2021
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Accepted: 26 January 2021
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Published: 11 February 2021
(This article belongs to the Special Issue Responding to Global Changes through Science Promotion and Ecological Education)
This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO2 Climate Change Education Programme. Young people aged 13–15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell et al.’s 2019 Bicycle Model of Climate Change Education to create a new ‘holistic Agentic Climate-Change Engagement’ model (h-ACE), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental levels. The h-ACE provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.
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Keywords:
carbon footprint; climate change education; pedagogy; engagement; Bourdieu; STEAM
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MDPI and ACS Style
Ross, H.; Rudd, J.A.; Skains, R.L.; Horry, R. How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education. Sustainability 2021, 13, 1961. https://doi.org/10.3390/su13041961
AMA Style
Ross H, Rudd JA, Skains RL, Horry R. How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education. Sustainability. 2021; 13(4):1961. https://doi.org/10.3390/su13041961
Chicago/Turabian StyleRoss, Helen, Jennifer A. Rudd, R. L. Skains, and Ruth Horry. 2021. "How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education" Sustainability 13, no. 4: 1961. https://doi.org/10.3390/su13041961
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