Climate strikes: Their value in engaging and educating secondary school students

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Abstract

The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.

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Bright, R., & Eames, C. (2020). Climate strikes: Their value in engaging and educating secondary school students. Set: Research Information for Teachers, 3, 4–11. https://doi.org/10.18296/set.0180
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