Helen’s full paper, “Activism or bureaucracy: What are we teaching students through local climate action projects?” won a Best Paper Award at the 2024 Meeting of the International Society for the Learning Sciences. Her paper examines the ways that teachers’ framing and enactment of student action projects shift over time toward different “orientations-of-action,” or ways for advocating for change either against or within existing systems power. This work sheds light on the diversity of ways that climate and environmental education is taken up within classroom contexts, and on the circumstances and constraints that shape the design and teaching of local climate action at schools.
You can read Helen’s full paper here.
