Abstract

In this article we argue that drama can provide complementary knowing for climate change education and shed light on the complexity of related psychosocial issues. We bring together an interdisciplinary understanding of eco-anxiety, psychosocial responses to climate change, and drama education. We draw on performance narratives created with young people in Finland and explore the psychosocial dynamics of climate change education. Three key themes are discussed in more detail in relation to education: 1) psychosocial dynamics; 2) alienation; 3) tragedy. The performance workshops provided a safe and creative space for exploring young people’s thoughts and images related to climate anxiety. Many relevant but often silenced issues became visible and were lived through in the process of performance making. This seemed to be fruitful both to the performers, teachers, and researchers, and suggests future, longer-term work would prove beneficial for engaging with these issues.

摘要

在本文中，我们认为戏剧可以为气候变化教育提供补充知识，并阐明相关心理社会问题的复杂性。我们汇集了对生态焦虑、对气候变化的社会心理反应和戏剧教育的跨学科理解。我们利用与芬兰年轻人一起创作的表演叙事，探索气候变化教育的心理社会动态。更详细地讨论了与教育相关的三个关键主题：1) 心理社会动力学；2) 异化；3）悲剧。表演工作坊为探索年轻人与气候焦虑相关的想法和形象提供了一个安全和创造性的空间。许多相关但经常被忽视的问题变得显而易见，并在表演制作过程中得以体现。