ABSTRACT

In recent years, youth across the planet have begun to mobilise, motivated by the perceived injustices associated with the causes, consequences and politics of climate change. However, education systems lag behind, preoccupied with the “what” and “how” of climate change, rather than engaging it as a social issue in which students themselves are implicated. In this paper, we share the results of our participatory research exploration into youth and climate change through an international education project, in which 99 students from 13 countries joined virtually in a climate change learning experience, culminating in the collaborative development and presentation of a White Paper to the 2018 IPCC Cities and Climate Change Conference. Grounded in a critical global citizenship education framework, this project provides a site to explore climate change education from the perspectives of diverse youth, who inform possibilities for climate change education that addresses justice, individualisation and emotionality.

摘要

近年来，全球青年已经开始动员起来，受到与气候变化的原因、后果和政治相关的不公正现象的推动。然而，教育系统落后，全神贯注于气候变化的“内容”和“方式”，而不是将其作为学生自身参与的社会问题来处理。在本文中，我们通过一个国际教育项目分享了我们对青年和气候变化的参与式研究探索的结果，来自 13 个国家的 99 名学生虚拟参与了气候变化学习体验，最终合作开发和展示了一个白色提交给 2018 年 IPCC 城市和气候变化会议的论文。以重要的全球公民教育框架为基础，