Categorizing Professionals' Perspectives on Environmental Communication with Implications for Graduate Education. Issue 4 (19th May 2021)

• Record Type: Journal Article
• Authors: Akerlof, Karen L.; Bromser-Kloeden, Taryn; Timm, Kristin; Rowan, Katherine E.; Olds, James L.; Clarke, Chris; Rohring, Elizabeth Ban; Cloyd, Emily Therese; Curran, K.; Duesterhoeft, Elizabeth C.; Farooque, Mahmud; Goldman, Erica; Gring-Pemble, Lisa; Hampton, Stephanie E.; Kim, Sojung Claire; Kotcher, John; Milligan, Darren; Muñoz Brenes, Carlos L.; Sandoval, Cynthia; Sklarew, Dann; Smith, Cynthia; Suhay, Elizabeth; Tomblin, David; Upperman, Crystal; Wingfield, Andrew; Zhao, Xiaoquan
• Is Part Of: Environmental communication. Volume 15:Issue 4(2021)
• Page Start: 447
• Page End: 464
• Publication Date: 2021-05-19
• Subjects: Environmental communication -- graduate education -- interdisciplinary education -- communication goals -- ethics -- strategy; Communication in the environmental sciences -- Periodicals; 333.7
• DOI: 10.1080/17524032.2020.1862890
• Languages: English
• ISSNs: 1752-4032

Abstract

ABSTRACT: The study of environmental communication originated as a diverse multidisciplinary field encompassing a wide array of communicator perspectives. However, as the field evolved, mass media and journalism became its perceived scholarly focus. As a result, environmental communication processes may be less well-understood across other settings, such as scientific and research institutions, non-governmental organizations, and federal agencies. To understand how communicators describe their goals, ethics, and strategies within these contexts, we conducted a three-part study of researchers and practitioners working on environmental issues in the Washington, DC, region between October 2019 and January 2020. Employing Q methodology, we identified four distinct perspectives: capacity-builders, translators, policy and decision-supporters, and cultural changemakers. Each of these perspectives is associated with a different range of goals, ethics, and strategic approaches. We describe graduate educational competencies for each of the perspectives and discuss implications for the design of communication research to meet practitioners' needs.