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

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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 languageEnglish
Pages (from-to)41-46
JournalJournal of Emergent Science
Volume26
Publication statusPublished - 27 Jan 2024

Keywords

  • Climate change education
  • Professional design
  • School-based partnerships

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