Climate-change education and critical emotional awareness (CEA): Implications for teacher education

• Published in: Educational philosophy and theory Vol. 55; no. 10; pp. 1109 - 1120
• Main Author: Ojala, Maria
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 24.08.2023; Taylor & Francis Ltd
• Subjects: Anxiety; Climate; Climate change; Controversial Issues (Course Content); Coping; critical consciousness; Discussion (Teaching Technique); Education for sustainable development (ESD); Educational Researchers; Emotional regulation; Emotional Response; Emotions; Environmental Education; Everyday life; Interdisciplinary Approach; Interdisciplinary aspects; Occupational roles; Self Control; Social Problems; Sustainability; Sustainable Development; Teacher education; Teacher Education Programs; Teacher Improvement; Teachers; Teaching; Teaching Methods; Teaching Skills; World problems
• ISSN: 0013-1857; 1469-5812; 1469-5812
• DOI: 10.1080/00131857.2022.2081150

Scholars in the field of education for sustainable development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions.