Increased interest in climate change education and the growing recognition of the challenges inherent to addressing this issue create an opportunity to conduct a systematic review to understand wha...

Identifying effective climate change education strategies: a systematic review of the research

Stanton Wortham. Learning Identity: The Joint Emergence of Social Identification and Academic Learning

Poetic inquiry: Vibrant voices in the social sciences

Schools can play an important role in adolescents’ identity development. To date, research on the role of school in adolescents’ identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents’ identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported. Using constant comparative analysis, 111 studies were analyzed. We included articles on personal and social identity and on school-related identity dimensions. Three groups of studies emerged. First, studies on how schools and teachers unintentionally impact adolescents’ identity showed that, at school, messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms. Second, studies on how schools and teachers can intentionally support adolescents’ identity development showed that different types of explorative learning experiences can be organized to support adolescents’ identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). The third group suggests that explorative learning experiences must be meaningful and situated in a supportive classroom climate in order to foster adolescents’ identity development. Together, the existing studies suggest that schools and teachers are often unaware of the many different ways in which they may significantly impact adolescents’ identity development.

https://link.springer.com/content/pdf/10.1007/s10648-018-9457-3.pdf

The Role of School in Adolescents’ Identity Development. A Literature Review

This article introduces key features to the background, themes and implications of three collections available in Environmental Education Research that focus on climate change education and researc...

Climate change education and research: possibilities and potentials versus problems and perils?

This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.

Environmental Identity Development Through Social Interactions, Action, and Recognition

In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerat...

A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh

In this article, I advocate for critical environmental education that is responsive to power inequities and use standpoint theory to help explain why environmental education has been slow to become...

Toward critical environmental education: a standpoint analysis of race in the American environmental context

These are dire times for teachers, particularly those who work with marginalized youth. There is a pressing need to further the political reach of teacher research so that teachers can be heard and...

Teacher participatory action research (TPAR): A methodological framework for political teacher research:

While food is an exceedingly rich area for environmental education, I caution environmental educators and researchers from moving too quickly into messaging about what people should eat, given the many complexities around food and identity. Eating, as an inherently identity-laden practice, is fraught with complicated meanings, dilemmas, and predicaments. Far too often in environmental discourse, we focus on the eating choices of individuals, but fail to acknowledge the extent to which eating is influenced by larger social and cultural contexts. This paper will explore some tensions between eating as an identity practice and eating as a sustainable practice through an exploration of a phenomenological autobiographic account and through literature on food, identity, race, and class.

/pdf/food-identity-and-environmental-education-1pd4c4ugnp.pdf

Sarah Riggs Stapleton

Papers

Environmental Identity Development Through Social Interactions, Action, and Recognition

A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh

Toward critical environmental education: a standpoint analysis of race in the American environmental context

Teacher participatory action research (TPAR): A methodological framework for political teacher research:

Food, Identity, and Environmental Education