Bronagh DILLON, NUI Galway , Ireland
Frances FAHY, NUI Galway , Ireland
Kathy REILLY, NUI Galway , Ireland
There is emerging consensus that the lack of effective climate leadership, combined with institutional inertia and confused governance mechanisms, is resulting in widespread climate indifference or extremism. Responding to calls for the adoption of a social justice lens to the climate crises, specifically the need to give young people space and ‘a voice’ to redress the climate crises (Rousell & Cutter-Mackenzie-Knowles 2020; Trott 2021), this paper presents emerging research from a European project (CCC-CATAPULT) examining young people’s experiences of, and learning around, the climate crisis. Over the course of three years, the CATAPULT project aims to co-create new and nuanced understandings of climate crisis through the voice of young people. Drawing on the principle of co-production CATAPULT draws together the views of young people, teachers and other learning supports to examine how on how they situate and make sense of their lives in relation to climate complexity.
This paper will present the innovative youth-led methodology adopted for this cross national European project, highlighting cutting edge results from a survey (n >2000) of 15-18 years olds from Ireland, Italy, Finland and the UK. From a social justice perspective, the results provide valuable insight to existing (and potentially new) social norms, worldviews, possible tensions and eco-anxieties, providing a roadmap towards co-creating a vision for transformed climate-focused education.
Mots clés : Young people|Climate Crises|Social Justice|Education|Europe
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