Joshua Stubbs
Datos Biográficos
| ID | 6467654 |
|---|---|
| NOMBRE | Joshua Stubbs |
| NOMBRES | Joshua |
| APELLIDO | Stubbs |
| FIRMA | STUBBS J |
| AFILIACIONES | University of York |
| ORCID | 0000-0002-0703-2342 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 27 |
| OBRAS COMO AUTOR | 8 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
Reflections on enabling intergenerational dialogue about climate interventions through deliberative methods
What role can ‘public switching’ play in researching public perceptions of controversial issues
This short article reflects on 'public switching' as a methodology for research on public perspectives on potential responses to the climate crisis. There have been recent calls for early public engagement with potentially controversial science and technology. Such 'upstream' engagement is often conducted by those close to the science, presenting challenges associated with informing without advocating and deferral to scientists on non-scientific …
Investigating the experience of viewing extreme real-world violence online
This study investigates the psychological impact of viewing user-generated content depicting extreme real-world violence. Eight threads were harvested from a publicly accessible online discussion forum in which people discussed their experiences of witnessing real-world torture, maiming or death online. Reflexive thematic analysis was used to systematically analyse these threads. The themes capture the contradictory ways in which people react to …
Teacher and youth priorities for education for environmental sustainability
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto‐making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educ…
The challenges and affordances of online participatory workshops in the context of young people’s everyday climate crisis activism
Participatory workshops can provide an equitable way of working with diverse communities to co-produce new knowledge and understanding in the context of young people’s everyday climate crisis activism. Drawing on data from interviews with seven facilitators, we consider the specific affordances and challenges provided by participatory workshops that are held online with groups including young people and teachers. We highlight that the online form…
An introduction to the co-creation of policy briefs with youth and academic teams
Drawing on insights from a four-day online workshop, which explored geo-engineering and policy making with 13 youth participants, an academic and youth authorial team provide a guide to the co-creation of policy briefs. Drawing on excerpts from the policy brief at different stages of development and commentary provided by the authors during the workshops, we set out four stages including (1) Identifying the key message and audience, (2) Reading a…
‘You got into Oxbridge?’ Under‐represented students’ experiences of an elite university in the south of England
Amid concerns about the skewed socio‐demographic composition of England’s elite universities, this study sought to better understand what undergraduates from under‐represented backgrounds found supportive in the process of them gaining an offer of admission from a prestigious university, and their social and academic experience of higher education. Twelve undergraduates who self‐identified as originating from under‐represented backgrounds partici…
The role of schools and teachers in nurturing and responding to climate crisis activism
This viewpoint concerns the places and spaces for youth participation in climate activism in formal education and considers what is – and what ought to be – the role of schools and teachers in nurturing and responding to climate crisis activism. Reflecting on our work on young people’s perspectives of hydraulic fracturing (‘fracking’) and associated anti-fracking protests, we consider some of the barriers to climate activism in formal educational…
The role of schools and teachers in nurturing and responding to climate crisis activism
This viewpoint concerns the places and spaces for youth participation in climate activism in formal education and considers what is – and what ought to be – the role of schools and teachers in nurturing and responding to climate crisis activism. Reflecting on our work on young people’s perspectives of hydraulic fracturing (‘fracking’) and associated anti-fracking protests, we consider some of the barriers to climate activism in formal educational…
Teacher and youth priorities for education for environmental sustainability
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto‐making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educ…
What role can ‘public switching’ play in researching public perceptions of controversial issues
This short article reflects on 'public switching' as a methodology for research on public perspectives on potential responses to the climate crisis. There have been recent calls for early public engagement with potentially controversial science and technology. Such 'upstream' engagement is often conducted by those close to the science, presenting challenges associated with informing without advocating and deferral to scientists on non-scientific …
The challenges and affordances of online participatory workshops in the context of young people’s everyday climate crisis activism
Participatory workshops can provide an equitable way of working with diverse communities to co-produce new knowledge and understanding in the context of young people’s everyday climate crisis activism. Drawing on data from interviews with seven facilitators, we consider the specific affordances and challenges provided by participatory workshops that are held online with groups including young people and teachers. We highlight that the online form…
Reflections on enabling intergenerational dialogue about climate interventions through deliberative methods
Investigating the experience of viewing extreme real-world violence online
This study investigates the psychological impact of viewing user-generated content depicting extreme real-world violence. Eight threads were harvested from a publicly accessible online discussion forum in which people discussed their experiences of witnessing real-world torture, maiming or death online. Reflexive thematic analysis was used to systematically analyse these threads. The themes capture the contradictory ways in which people react to …
‘You got into Oxbridge?’ Under‐represented students’ experiences of an elite university in the south of England
Amid concerns about the skewed socio‐demographic composition of England’s elite universities, this study sought to better understand what undergraduates from under‐represented backgrounds found supportive in the process of them gaining an offer of admission from a prestigious university, and their social and academic experience of higher education. Twelve undergraduates who self‐identified as originating from under‐represented backgrounds partici…
The role of schools and teachers in nurturing and responding to climate crisis activism
This viewpoint concerns the places and spaces for youth participation in climate activism in formal education and considers what is – and what ought to be – the role of schools and teachers in nurturing and responding to climate crisis activism. Reflecting on our work on young people’s perspectives of hydraulic fracturing (‘fracking’) and associated anti-fracking protests, we consider some of the barriers to climate activism in formal educational…
The challenges and affordances of online participatory workshops in the context of young people’s everyday climate crisis activism
Participatory workshops can provide an equitable way of working with diverse communities to co-produce new knowledge and understanding in the context of young people’s everyday climate crisis activism. Drawing on data from interviews with seven facilitators, we consider the specific affordances and challenges provided by participatory workshops that are held online with groups including young people and teachers. We highlight that the online form…
An introduction to the co-creation of policy briefs with youth and academic teams
Drawing on insights from a four-day online workshop, which explored geo-engineering and policy making with 13 youth participants, an academic and youth authorial team provide a guide to the co-creation of policy briefs. Drawing on excerpts from the policy brief at different stages of development and commentary provided by the authors during the workshops, we set out four stages including (1) Identifying the key message and audience, (2) Reading a…
Investigating the experience of viewing extreme real-world violence online
This study investigates the psychological impact of viewing user-generated content depicting extreme real-world violence. Eight threads were harvested from a publicly accessible online discussion forum in which people discussed their experiences of witnessing real-world torture, maiming or death online. Reflexive thematic analysis was used to systematically analyse these threads. The themes capture the contradictory ways in which people react to …
Teacher and youth priorities for education for environmental sustainability
What would it mean to put environmental sustainability at the heart of education? This article describes a process of inclusive, participatory manifesto‐making to identify young people's (aged 16–18 years) and teachers' priorities for education for environmental sustainability across the UK. Drawing on analysis of qualitative data from over 200 teachers and young people who participated in futures and visualisation workshops, we identify key educ…
Reflections on enabling intergenerational dialogue about climate interventions through deliberative methods
What role can ‘public switching’ play in researching public perceptions of controversial issues
This short article reflects on 'public switching' as a methodology for research on public perspectives on potential responses to the climate crisis. There have been recent calls for early public engagement with potentially controversial science and technology. Such 'upstream' engagement is often conducted by those close to the science, presenting challenges associated with informing without advocating and deferral to scientists on non-scientific …
Political science (8 obras) · Sociology (8 obras) · Psychology (5 obras) · Public relations (5 obras) · Pedagogy (4 obras) · Climate Change Communication and Perception (3 obras) · Computer Science (3 obras) · Social science (3 obras) · Citizen journalism (2 obras) · Climate change (2 obras)