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Education for Environmental Sustainability and the Emotions: Implications for Educational Practice

Author

Listed:
  • Lynda Dunlop

    (Department of Education, University of York, Heslington YO10 5DD, UK)

  • Elizabeth A. C. Rushton

    (School of Education, Communication and Society, King’s College London, London SE1 9HN, UK)

Abstract

Increasing attention is being paid to the emotions in education and in communication about the climate crisis and other sustainability challenges. This has tended to focus on the relationship between emotions and environmental perceptions and behaviours. In this study, we understand emotions as evaluative feelings which meaningfully connect people and their environment. We draw on data from teachers, teacher educators, and young people (n = 223) to describe educationally-relevant emotions and identify the implications for educational practice. We argue that emotionally-responsive pedagogies are needed to identify responsibilities, develop coping potential, and improve future expectations. These pedagogies must act on the causes and consequences of environmental damage and develop teachers’ and students’ capabilities to take action and ultimately transform emotional appraisals. A more enabling policy environment is needed for teachers to adopt these approaches and empower them to take action relating to climate and ecological crises.

Suggested Citation

  • Lynda Dunlop & Elizabeth A. C. Rushton, 2022. "Education for Environmental Sustainability and the Emotions: Implications for Educational Practice," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:8:p:4441-:d:789529
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    References listed on IDEAS

    as
    1. Elizabeth A. C. Rushton, 2021. "Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers," Sustainability, MDPI, vol. 13(9), pages 1-18, May.
    2. Stephen Martin & James Dillon & Peter Higgins & Carl Peters & William Scott, 2013. "Divergent Evolution in Education for Sustainable Development Policy in the United Kingdom: Current Status, Best Practice, and Opportunities for the Future," Sustainability, MDPI, vol. 5(4), pages 1-23, April.
    3. Julia Bentz, 2020. "Learning about climate change in, with and through art," Climatic Change, Springer, vol. 162(3), pages 1595-1612, October.
    4. Helen Berry & Kathryn Bowen & Tord Kjellstrom, 2010. "Climate change and mental health: a causal pathways framework," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 55(2), pages 123-132, April.
    5. Daniel A. Chapman & Brian Lickel & Ezra M. Markowitz, 2017. "Reassessing emotion in climate change communication," Nature Climate Change, Nature, vol. 7(12), pages 850-852, December.
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    Cited by:

    1. Xiangfei Ma & Inna Gryshova & Iryna Koshkalda & Anastasiia Suska & Rymma Gryshova & Alona Riasnianska & Olga Tupchii, 2022. "Necessity of Post-War Renewal of University Teachers’ Potential in Terms of Sustainable Development in Ukraine," Sustainability, MDPI, vol. 14(19), pages 1-19, October.
    2. Nicu Gavriluță & Lucian Mocrei-Rebrean, 2023. "Climate Change as Liminal Experience—The Psychosocial Relevance of a Phenomenological Approach," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
    3. Albert Zeyer, 2022. "Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times," Sustainability, MDPI, vol. 14(10), pages 1-12, May.

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