{"id":63955,"date":"2022-07-15T17:18:33","date_gmt":"2022-07-15T21:18:33","guid":{"rendered":"https:\/\/world.edu\/?p=63955"},"modified":"2022-07-15T17:18:33","modified_gmt":"2022-07-15T21:18:33","slug":"how-do-we-teach-young-people-about-climate-change-we-can-start-with-this-comic","status":"publish","type":"post","link":"https:\/\/world.edu\/how-do-we-teach-young-people-about-climate-change-we-can-start-with-this-comic\/","title":{"rendered":"How do we teach young people about climate change? We can start with this comic"},"content":{"rendered":"

\"\"<\/p>\n

We know young people are \u201cangry, frustrated and scared<\/a>\u201d about climate change. And they want to do more to stop it.<\/p>\n

However, the school system is not set up to help them address their concerns and learn the information they seek.<\/p>\n

There are no explicit mentions of climate change in the Australian primary school curriculum and it is\u00a0mainly taught<\/a>\u00a0through STEM (science, technology, engineering, mathematics) subjects in high school.<\/p>\n

More broadly, the\u00a0main ways<\/a>\u00a0we talk about climate in the community and media are focused on science and economics. They tend to involve abstract ideas such as \u201cthe planet is warming\u201d or \u201crainfall is more unpredictable\u201d. While these are important components, they\u00a0overlook<\/a>\u00a0the social, cultural and psychological ways people around the world are affected by climate change.<\/p>\n

So, how can we better support schools and teachers to approach climate change in a way that will suit young people\u2019s interests and concerns?<\/p>\n

Our comic<\/strong><\/h4>\n

We are geography and environment researchers who have written a comic that looks at how people around the world experience climate change. This is aimed at high school students, but will also appeal to university students and the broader public.<\/p>\n

Called\u00a0Everyday Stories of Climate Change<\/a>, it looks at the ways low-income families have had to adapt to climate change in five countries across three continents.<\/p>\n

It begins with a student, waking up in Australia and heading to school. Here the teacher notes that climate change is impacting people around the world, \u201ctoday we are going to explore some of these places\u201d.<\/p>\n

\"\"

The comic introduces students to the global effects of climate change through the day-to-day stories of people around the world \u2013 starting with one very close to their own. Gemma Sou\/Author provided, Author provided<\/p><\/div>\n

For example, in Bangladesh, sea-level rise has contributed to the salinity of the local river. So women must walk hours to get fresh water from another river. In Puerto Rico, after hurricane Maria, people struggle to get nutritious food and the streets are too dirty for the kids to play outside. In Barbuda, the government is trying to displace people from their lands, so that private businesses can build luxury hotels after hurricane Irma.<\/p>\n

\"\"

Gemma Sou, Author provided<\/p><\/div>\n

The characters in the comics are fictionalised but their stories are based on research \u2013 via interviews and surveys \u2013 the comic authors did about people\u2019s experiences of climate change in Bolivia, Puerto Rico, Barbuda, South Africa and Bangladesh.<\/p>\n

The importance of stories<\/strong><\/h4>\n

Researchers have\u00a0long argued<\/a>\u00a0we need to put a human face on climate change and communicate in ways that resonate with people. This means, we need to do more than present a graph or rattle off statistics.<\/p>\n

Comics are an effective way to put a human face on issues because they allow us to show first-person narratives and experiences. This can create both understanding of the issues and evoke empathy in readers.<\/p>\n

\"\"

Gemma Sou, Author provided<\/p><\/div>\n

The comic is deliberately engaging and accessible. By showing real people going about their lives, it also challenges patronising ideas about people and places adversely impacted by climate change in the so-called \u201cglobal south<\/a>,\u201d which\u00a0often portrays<\/a>\u00a0them as \u201chelpless\u201d victims.<\/p>\n

The comic also allows people to see the tangible, everyday ways people around the world live with, respond to and adapt to climate change.<\/p>\n

For example, the family in Puerto Rico raise their own chickens and grow their own vegetables so they can eat the food they want during food shortages after hurricane Maria. In drought-stricken Cape Town, people save the bathwater for the garden and plant drought-tolerant aloes.<\/p>\n

\"\"

Real world problems (and solutions) help students to understand the impact climate change is having and how people affected are already adapting. Gemma Sou, Author provided<\/p><\/div>\n

It is important to show these solutions as\u00a0research suggests<\/a>\u00a0it gives people a sense of agency and hope they can adapt to climate change.<\/p>\n

Parents, teachers and students can download the comic for free\u00a0here<\/a>\u00a0and\u00a0here<\/a>.<\/p>\n

Author Bios:<\/strong> Gemma Sou is a Vice Chancellor’s Research Fellow at RMIT University, Adeeba Nuraina Risha is a Research Associate at Brac University and Gina Ziervogel is Associate Professor, Department of Environmental and Geographical Science and African Climate and Development Initiative Research Chair at the University of Cape Town<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

We know young people are \u201cangry, frustrated and scared\u201d about climate change. And they want to do more to stop it. However, the school system is not set up to help them address their concerns and learn the information they seek. There are no explicit mentions of climate change in the Australian primary school curriculum […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[128],"tags":[8120],"coauthors":[11733],"class_list":["post-63955","post","type-post","status-publish","format-standard","hentry","category-environment","tag-climate-change-3"],"acf":[],"yoast_head":"\nHow do we teach young people about climate change? 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