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Mandatory Fields
Bryan, A
2020
May
Policy and Practice: A Development Education Review
Affective Pedagogies: Foregrounding Emotion in Climate Change Education
Published
Optional Fields
Global Warming; Climate Crisis; Implication; Pedagogy; Affect; Emotion; Psychosocial; Psychoanalysis; Responsibility.
30
This article addresses the psychic and emotional challenges associated with enabling learners to apprehend their role in, and vulnerability to, the evolving climate crisis. Global warming is arguably one of the most cognitively as well as emotionally complex topics for learners or members of the public more generally to engage with. Given the emergent nature of climate change, many educators are unsure about how best to enable citizens to navigate the complex emotions that they experience in response to their proximity to, and responsibility for, a myriad of injustices and environmental catastrophes associated with global warming. Meanwhile, new emotions, including ecological grief and heightened levels of climate-related anxiety amongst young people have been reported in epidemiological studies, our understanding of which is as of yet underdeveloped. This article argues that a psychosocial approach to climate change education (CCE) which emphasises the mutual interaction between psychic and social processes which affect the climate crisis and how we relate to it should comprise part of a broader and sustained public response to the climate crisis, especially in contexts where climate-related anxiety and grief are becoming more widespread. It introduces a conceptual toolkit to inform the psycho-affective aspects of CCE, with a particular emphasis on the pedagogical complexities of engaging learners located in emissions-intensive societies with their role as ‘implicated subjects’ in the climate crisis (Rothberg, 2019).
https://www.developmenteducationreview.com/issue/issue-30/affective-pedagogies-foregrounding-emotion-climate-change-education
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