Abstract
AbstractMost climate change education and research have focused on instilling individual scientific cognitive clarity instead of learning how to take climate actions together. This study utilized a practice lens to adjust focus away from an individual learner’s knowledge to the climate action practices collectively “carried,” (un)equally shared, and mutually shaped. Shove and colleagues’ conceptualization of practices was used to examine climate action practices at a Kindergarten to Grade 12 school in Canada using a whole institution approach to climate change education. A whole institution approach includes climate change education within and across each domain of Overall Governance, Teaching and Learning, Community Partnerships, and Facilities and Operations. Methods included a sensory walk, observations, interviews, focus groups, document collection, and photography. This chapter describes key themes identified within each of the whole institution domains with implications for a whole institution approach to CCE overall, as well as for each domain.
Publisher
Springer International Publishing
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