Greer, Kate;
Glackin, Melissa;
(2021)
‘What counts’ as climate change education? Perspectives from policy influencers.
School Science Review
, 103
(383)
pp. 16-22.
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Abstract
Recent civil action has called for ‘more!’ climate change education but ‘more’ of what and why isn’t there already ‘more’ in our schools today? Climate change education is guided by policies that are formed, and influenced, by a range of people working across multiple organisations. ‘Policy influencers’ are therefore important as their views, and the views of their organisations, shape education. This article discusses views of policy influencers in England on what climate change education is or should be. Considering these perspectives alongside current policy and the research literature enables policy shortfalls to be identified and alternative approaches to climate change education to be explored.
| Type: | Article |
|---|---|
| Title: | ‘What counts’ as climate change education? Perspectives from policy influencers |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/resources/school-science-re... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10165333 |
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