The (Un)political Perspective on Climate Change in Education – A Systematic Review
| Autor: | Kranz, Johanna, Schwichow, Martin, Breitenmoser, Petra, Niebert, Kai |
|---|---|
| Přispěvatelé: | University of Zurich, Kranz, Johanna, Niebert, Kai |
| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: |
political education
private and public-sphere action literature review Geography Planning and Development 2105 Renewable Energy Sustainability and the Environment adaptation Management Monitoring Policy and Law 1701 Computer Science (miscellaneous) 2102 Energy Engineering and Power Technology mitigation 3305 Geography Planning and Development 2308 Management Monitoring Policy and Law 10091 Institute of Education 1705 Computer Networks and Communications climate change education climate literacy sustainability education Renewable Energy Sustainability and the Environment 1708 Hardware and Architecture 2301 Environmental Science (miscellaneous) private and public climate justice 2215 Building and Construction climate change 370 Education sphere action |
| DOI: | 10.5281/zenodo.6504420 |
| Popis: | Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens. +repphzhbib2022A |
| Databáze: | OpenAIRE |
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