The views of teachers in England on an action-oriented climate change curriculum. Issue 11 (2nd November 2021)

• Record Type: Journal Article
• Authors: Howard-Jones, Paul; Sands, David; Dillon, Justin; Fenton-Jones, Finnian
• Is Part Of: Environmental education research. Volume 27:Issue 11(2021)
• Page Start: 1660
• Page End: 1680
• Publication Date: 2021-11-02
• Subjects: Climate change -- action -- teachers -- curriculum; Environmental education -- Research -- Periodicals; 333.7207
• DOI: 10.1080/13504622.2021.1937576
• Languages: English
• ISSNs: 1350-4622

Abstract

Abstract: To inform current debate around climate change education (CCE) in the school curriculum in England, we surveyed the views of primary and secondary teachers ( N = 626). In England, direct reference to climate change in the National Curriculum is confined to secondary Science and Geography but, unrelated to their subject area, teachers favoured a cross-curricular approach with most already communicating to their students about it. Feeling comfortable delivering CCE was correlated with reported resource availability, with most teachers considering only basic literacy was a greater funding priority. Teachers supported an action-based CCE curriculum including issues of global social justice, beginning in primary school with mitigation projects such as conservation, local tree-planting and family advocacy. Local campaigning (e.g. legal demonstration) was considered appropriate around the primary/secondary transition, with most supporting inclusion of civil disobedience but indicating this should begin at secondary school (11+ years). Results are compared with a 2018 poll of US teachers.