| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

David Rousell, Amy Cutter-Mackenzie-Knowles, and Thili Wijesinghe abstract

Page history last edited by Richard Beach 1 year, 9 months ago

As digital media increasingly reshape what it means to sense, think, and learn in the twenty-first century, today’s young people literally inhabit “a new world, a world characterized by a vastly expanded and deterritorialized sensorium” (Hansen, 2015, p. 161). This newly technologized world can be understood as a “general ecology” that directly embeds digital technologies within biological, social, and environmental systems (Hörl, 2017), including those associated with climate change. Digital media now modulate nearly every facet of young people’s engagement with climate change, from the latest climatological modeling encounters to the mass organization of international protest movements. Not only do young people gather and exchange knowledge about climate change through digital media, but they also learn, socialize, play, and invent using digital technologies which are intricately entangled with climate change as a planetary event (de Freitas, Rousell, & Jager, 2020; Rousell et al, 2021). 

     This chapter explores young people’s digital media practices through the co-development of Climate Action Adventure!, a web application (App) that connects virtual learning environments and characterizations with live social media platforms and climate data. By analyzing the co-design of this App about broader configurations of climate change education and digital media, we identify three methods that young people are currently mobilizing for climate justice: anonymous participationcharacter-building; and world-building. We show how each of these methods involves both a speculative and pedagogical investment in climate justice (Rousell, Cutter-Mackenzie, & Foster, 2017) and suggest ways of integrating a “general ecology” approach into everyday teaching and learning environments.

 

Comments (0)

You don't have permission to comment on this page.