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Worcester educator climate assembly: promoting sustainability leadership through participation. A community approach to education in climate emergency

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Lengthorn, Elena ORCID: https://orcid.org/0009-0004-4816-1361 and Asbury, Megan (2021) Worcester educator climate assembly: promoting sustainability leadership through participation. A community approach to education in climate emergency. Discover Sustainability, 2 (46). ISSN 2662-9984

	Text (Case study) s43621-021-00053-8 - Published Version Restricted to Repository staff only Download (209kB) \| Request a copy
Preview	Text (Case study) Lengthorn-Asbury2021_Article_WorcesterEducatorClimateAssemb.pdf - Published Version Available under License Creative Commons Attribution. Download (3MB) \| Preview

Official URL: https://link.springer.com/article/10.1007/s43621-0...

Abstract

Our urgent state of “Climate Emergency,” as declared by the UK Government on 1st May 2019, has done little to change our secondary education system or educational leadership. As we collectively begin to move into acceptance of the irreversible nature of a portion of the environmental damage and its long-term consequences, we need to explore the purpose and practice of education and educational leadership in climate emergency. How should we prepare teachers and educators to lead and develop young people in a time of climate crisis and who should be involved in making the decisions? This article reports on the findings of a Green Impact project, an online Educator Climate Assembly that took place on World Environment Day 2021, with West Midlands education stakeholder participants. The following themes are explored: responsibility, process complexity, confidence, sense of scale and communities of practice, with an invitation to readers to adapt this process and use it in their own education settings. Suggested further research includes trialing the process in a range of settings and a longitudinal approach to measuring the impacts.

Item Type:	Article
Additional Information:	This publication is the result of an SOS Green Impact project, a staff/student collaboration. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Uncontrolled Discrete Keywords:	Climate Emergency, secondary education, educational leadership, responsibility, process complexity, confidence, sense of scale, communities of practice
Divisions:	College of Arts, Humanities and Education > School of Education
Related URLs:	Publisher
Copyright Info:	Copyright © 2021, The Author(s)
Depositing User:	Elena Lengthorn
Date Deposited:	22 Nov 2021 11:05
Last Modified:	18 Oct 2024 04:00
URI:	https://eprints.worc.ac.uk/id/eprint/10605

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