Working with external partners to support climate change education through a focus on design

Lucy Wood; Heather King; Melissa Glackin

Working with external partners to support climate change education through a focus on design

Lucy Wood, Heather King, Melissa Glackin

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Abstract

In this paper we reflect on the opportunities and potential pitfalls encountered when schools work in partnership with external organisations. To illustrate wider issues, we examine the implementation of a pilot project aimed at introducing the role of design in the context of climate change in the primary setting. Our data comprise observational field notes of activities in situ, interviews with participating teachers, focus groups with children, and interviews with designers who led the activities across five different schools in England. In reviewing the data, we highlight the need for partners to build upon each other’s skills, genuinely co‐creating activities and co‐leading lessons. Most importantly, we call for all climate change initiatives to be grounded in children’s realities and provide ample opportunities for children to be agentic.

Original language	English
Pages (from-to)	41-46
Journal	Journal of Emergent Science
Volume	26
Publication status	Published - 27 Jan 2024

Keywords

Climate change education
Professional design
School-based partnerships

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Working with external partners_WOOD_PublishedonlineJanuary2024_VoRFinal published version, 221 KB

Cite this

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abstract = "In this paper we reflect on the opportunities and potential pitfalls encountered when schools work in partnership with external organisations. To illustrate wider issues, we examine the implementation of a pilot project aimed at introducing the role of design in the context of climate change in the primary setting. Our data comprise observational field notes of activities in situ, interviews with participating teachers, focus groups with children, and interviews with designers who led the activities across five different schools in England. In reviewing the data, we highlight the need for partners to build upon each other{\textquoteright}s skills, genuinely co‐creating activities and co‐leading lessons. Most importantly, we call for all climate change initiatives to be grounded in children{\textquoteright}s realities and provide ample opportunities for children to be agentic.",

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AB - In this paper we reflect on the opportunities and potential pitfalls encountered when schools work in partnership with external organisations. To illustrate wider issues, we examine the implementation of a pilot project aimed at introducing the role of design in the context of climate change in the primary setting. Our data comprise observational field notes of activities in situ, interviews with participating teachers, focus groups with children, and interviews with designers who led the activities across five different schools in England. In reviewing the data, we highlight the need for partners to build upon each other’s skills, genuinely co‐creating activities and co‐leading lessons. Most importantly, we call for all climate change initiatives to be grounded in children’s realities and provide ample opportunities for children to be agentic.

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Working with external partners to support climate change education through a focus on design

Abstract

Keywords

UN SDGs

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