Teaching about climate change: Possibilities and challenges in Australian adult literacy programs

Yasukawa, K

Teaching about climate change: Possibilities and challenges in Australian adult literacy programs

Yasukawa, K

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: Journal of Adolescent and Adult Literacy, 2022
Issue Date:: 2022-11-04

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Field	Value	Language
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289
dc.date.accessioned	2023-01-14T21:23:40Z
dc.date.available	2023-01-14T21:23:40Z
dc.date.issued	2022-11-04
dc.identifier.citation	Journal of Adolescent and Adult Literacy, 2022
dc.identifier.issn	1081-3004
dc.identifier.issn	1936-2706
dc.identifier.uri	http://hdl.handle.net/10453/164973
dc.description.abstract	Australia's natural environment poses challenges for human inhabitants and will continue to pose novel challenges in an era of climate change. However, the resources that people can access to respond to climate change are diverse and unequally distributed. While this suggests a role for education, especially for those who are most socially and economically vulnerable, integrating climate change literacy into educational programs is not straightforward in all sectors. Studies have shown that increased standardization of curricula constrain teacher autonomy and pose dilemmas for teachers faced with tensions between curricular requirements and their professional judgment about appropriate pedagogy and curricula. This article considers the possibility of educational intervention for socially and economically disadvantaged adults with limited English language and literacy skills by investigating how a group of teachers in accredited literacy courses viewed their role in addressing climate change and environmental literacy in their literacy classes.
dc.language	English
dc.publisher	Wiley
dc.relation.ispartof	Journal of Adolescent and Adult Literacy
dc.relation.isbasedon	10.1002/jaal.1267
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy
dc.subject.classification	Education
dc.title	Teaching about climate change: Possibilities and challenges in Australian adult literacy programs
dc.type	Journal Article
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2023-01-14T21:23:38Z
pubs.publication-status	Published online

Abstract:

Australia's natural environment poses challenges for human inhabitants and will continue to pose novel challenges in an era of climate change. However, the resources that people can access to respond to climate change are diverse and unequally distributed. While this suggests a role for education, especially for those who are most socially and economically vulnerable, integrating climate change literacy into educational programs is not straightforward in all sectors. Studies have shown that increased standardization of curricula constrain teacher autonomy and pose dilemmas for teachers faced with tensions between curricular requirements and their professional judgment about appropriate pedagogy and curricula. This article considers the possibility of educational intervention for socially and economically disadvantaged adults with limited English language and literacy skills by investigating how a group of teachers in accredited literacy courses viewed their role in addressing climate change and environmental literacy in their literacy classes.

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http://hdl.handle.net/10453/164973