Confronting the messy complexities of the climate crisis through drama education and applied theatre

Datos Bibliográficos

ID15080971
AutoresRachel Turner-King (0009-0005-8275-5902, University of Warwick, autor de correspondencia), Bobby Smith (0000-0002-4699-2004, University of Warwick)
Año2024
Volumen29
Número2
Páginas238-258
Fecha de publicación2024-04-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaResearch in Drama Education The Journal of Applied Theatre and Performance (JOURNAL)
Identificadores de la revistaISSN: 1356-9783 • E-ISSN: 1470-112X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13569783.2024.2352116
OpenAlexW4400401093
IdiomaEN
Citas recibidas4
Referencias citadas50

This editorial addresses the integration of drama education and applied theatre in confronting the climate crisis, highlighting the complex interplay of responsibility, agency, and action in schools and community-based settings. With a focus on Climate Change Education (CCE), we argue for pedagogical, methodological, and creative frameworks that help us embrace the inherent messiness and complexities of intersecting crises. We introduce an evolving ‘site-responsive pedagogy’ that considers the interconnectedness of local and global scales: one that responds and adapts to the specific ecological and cultural contexts of diverse global communities

Climate change · Drama · Environmental ethics · Pedagogy · Political science · Public relations · Social science · Sociology · Climate Change Communication and Perception · Environmental Education and Sustainability · Outdoor and Experiential Education · Ecology