Greer, Kate;
King, Heather;
Glackin, Melissa;
(2023)
‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England.
British Educational Research Journal
10.1002/berj.3888.
(In press).
Preview |
Text
British Educational Res J - 2023 - Greer - Standing back or stepping up Exploring climate change education policy.pdf - Published Version Download (355kB) | Preview |
Abstract
This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.
| Type: | Article |
|---|---|
| Title: | ‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/berj.3888 |
| Publisher version: | https://doi.org/10.1002/berj.3888 |
| Language: | English |
| Additional information: | © The Author(s). This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. © 2023 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. |
| Keywords: | activism, climate change education, influence, infra-political dissent, policy |
| 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/10172767 |
Loading...
Loading...Loading...| 1. |  United Kingdom | 19 |
| 2. |  United States | 6 |
| 3. |  China | 3 |
| 4. |  Vietnam | 3 |
| 5. |  Russian Federation | 2 |
| 6. |  Germany | 2 |
| 7. |  Italy | 1 |
| 8. |  Philippines | 1 |
| 9. |  France | 1 |
Archive Staff Only
 |
View Item |
