气候变化领域集成服务门户(CCPortal): Conversations across international divides: Children learning through empathy about climate change

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DOI	10.1111/1745-5871.12638
	Conversations across international divides: Children learning through empathy about climate change
	Satchwell, Candice; Walley, Bob; Dodding, Jacqueline; Lagi, Marily Daphine Audrey
发表日期	2024
ISSN	1745-5863
EISSN	1745-5871
英文摘要	Primary school curricula often largely avoid the climate crisis, and teachers feel ill-equipped to teach it. In the secondary school curriculum, the climate crisis is generally addressed only in specific subjects such as science or geography. Our own and others' research indicates that children are curious about climate change and become less anxious when they feel agentic in facing its effects. The challenges of everyday life for children in parts of the world severely affected by the rapidly changing climate are seldom included in educational contexts. This article reports on a project that linked a school in a UK town with a school on a Fijian island to explore a holistic approach to understanding the impacts of climate change. The children aged 9 to 11 built friendships across the globe through film messages, email, written letters, and drawings. As part of getting to know one another, the children asked and answered questions about their lives. Those questions and other creative activities revealed children's interests and priorities and the extent of their local and global knowledge and enabled us to consider a personalised approach to climate justice. By co-creating and exchanging their stories the children could begin to understand the social and emotional impacts as well as the science of climate change. We discuss the role of empathy in children's learning about climate change, and consider how connections across international divides can be facilitated. This article reports on a project that linked a primary school in the United Kingdom with a school on a Fijian island to explore a holistic approach to understanding the impacts of climate change. The children (aged 9 to 11) built friendships across the globe through film messages, email, written letters, and drawings. As part of getting to know one another, the children asked and answered questions about their lives. These questions and other creative activities revealed children's interests and priorities, and the extent of their local and global knowledge, to consider a personalised approach to climate justice education. image
英文关键词	climate justice; education; empathy; international collaboration; learning; primary school
语种	英语
WOS研究方向	Geography
WOS类目	Geography
WOS记录号	WOS:001175574300001
来源期刊	GEOGRAPHICAL RESEARCH
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/307318
作者单位	University of Central Lancashire
推荐引用方式 GB/T 7714	Satchwell, Candice,Walley, Bob,Dodding, Jacqueline,et al. Conversations across international divides: Children learning through empathy about climate change[J],2024.
APA	Satchwell, Candice,Walley, Bob,Dodding, Jacqueline,&Lagi, Marily Daphine Audrey.(2024).Conversations across international divides: Children learning through empathy about climate change.GEOGRAPHICAL RESEARCH.
MLA	Satchwell, Candice,et al."Conversations across international divides: Children learning through empathy about climate change".GEOGRAPHICAL RESEARCH (2024).