Lynda Dunlop
Biographic Data
| ID | 1713312 |
|---|---|
| NAME | Lynda Dunlop |
| GIVEN NAMES | Lynda |
| FAMILY NAME | Dunlop |
| SIGNATURE | DUNLOP L |
| AFFILIATIONS | University of York |
| ORCID | 0000-0002-0936-8149 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 49 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Extreme heat risk perceptions and readiness in schools
The increasing frequency and intensity of heatwaves poses significant challenges to schools, particularly in terms of ensuring the safety and well-being of pupils and staff. This paper investigates the perceptions of extreme heat risks and the readiness of schools to adapt to such conditions in the United Kingdom (UK), focusing on the experiences and viewpoints of schoolteachers and wider school staff. A survey was disseminated through multiple a…
What knowledge do different experts think should be taught about climate change in compulsory school science? Results from a Delphi study
Recent research has focused on the question of what ought to be taught about climate change in compulsory secondary school science from the perspectives of policymakers, teacher educators, and teachers. This study investigates the question from the perspectives of three groups of experts: science teachers, climate scientists, and youth climate activists. Using a three-round Delphi method with 38 experts, 45 knowledge statements were identified an…
Youth Climate Questions
Anthropogenic climate change and environmental crises are pressing challenges of our time, with changes to the climate system observed in every global region. Disastrous impacts on nature, including people, have already been observed in the form of drought, floods and extreme heat events across the planet. This study examines the role of an interdisciplinary approach to exploring different responses to climate-related disasters and potential disa…
Climate education through online narrative games
There is growing attention to the role of narrative in climate change education and communication. Storytelling is accessible and engaging, and can generate climate conversations. This study reports on an online narrative video game (Game Changers) designed to generate conversations on topics related to climate change using the convergence of live theatre and games using a novel ‘choose our own adventure’ mechanic. Drawing on analysis of observat…
Learning through play? What board games reveal and conceal about climate change
Board games bring pleasure through collaboration, simulated action, fun and challenge and are receiving increased attention for their role in climate change education and awareness raising. This article reports on a critical discourse analysis of commercially available board games: Carbon City Zero, Catan: New Energies, Daybreak, Kyoto and Tipping Point. We find that ahistorical, collaborative ‘problem solving’ discourses are present in climate c…
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 …
It feels like a parallel universe.” Worldbuilding through climate action
This study set out to explore the everyday experiences of people engaged in climate action. We focus not on one specific self-defined and bounded social movement, but on individuals engaging in different forms of climate action from protest and direct action to art and social media activism. Data were drawn from focus groups and interviews with 26 UK based climate actors to explore motivations, experiences, emotions, conflicts and successes. Part…
Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK
In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and…
Indigenous youth activism
Young people in Malaysia have been found to be less likely to be politically active than their elders, but few research studies have focused on activism amongst Indigenous youth. This exploratory interview study focuses on motivations and challenges experienced by eight highly educated Malaysian Indigenous youth (aged 19-24). Youth took action for Indigenous rights in politics, education, development and health. We find systemic oppression and la…
Learning through interdisciplinary dialogue
Scientific innovations for sustainable development often make huge promises about overcoming climate change, or promote technological innovations that have potential development implications. However, the social outcomes of such interventions are often considered superficially; thus potentially reinforcing injustices or producing unforeseen, undesirable outcomes. Increasingly, projects claim to have an interdisciplinary dimension, but processes o…
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…
Putting climate change at the heart of education
In this paper we present an analysis of the sustainability and climate change strategy for education and children's services systems in England, produced by the Department for Education. Using critical discourse analysis, we juxtapose qualitative data collected from >200 youth teachers and teacher educators in the context of co‐creating a manifesto for education and environmental sustainability. Through analysis of these two datasets, we evaluate…
“It’s our future.” Youth and fracking justice in England
Youth perspectives on energy interventions are rarely sought or acted on in local and national policy, despite the stake young people have in the future created by today’s energy and environmental policies. The debate on unconventional shale gas development (hydraulic fracturing, or “fracking”) is one context in which decisions taken today have long-term, intergenerational consequences, with environmental justice intersecting with energy needs. T…
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…
Youth representations of environmental protest
A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti‐fracking protest, and d…
Open-ended investigations in high school science
Open-ended investigative work is important for science at the high school level because it provides students with experiences approaching the authentic practice of scientists. In England context, some teachers provide opportunities for open-ended investigation, even though at post-16 (pre-university) A-Level they are no longer required to do so. This qualitative study had two aims: to identify teachers’ intended learning outcomes for open-ended i…
Corrosive disadvantage
Hydraulic fracturing (‘fracking’) is a policy problem that is both a spatial and temporal issue, touching on economic, environmental, health, safety, political and social concerns of interest to youth. This empirical study focuses on the impact of fracking on youth in communities in England. The Capabilities Approach is used as a lens for understanding the experiences of young people in their late teens. The article draws on focus groups with you…
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…
For-profit schools in England
Trends towards the marketisation of the schooling sector have led to suggestions that state-funded schools in England will soon be allowed to operate on a for-profit basis. This article has two aims: to contribute to understanding of the regulation and characterisation of existing for-profit schools in England; and to assess the claim that for-profit schools ‘significantly outperform’ all independent schools by exploring the use of large scale da…
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…
Putting climate change at the heart of education
In this paper we present an analysis of the sustainability and climate change strategy for education and children's services systems in England, produced by the Department for Education. Using critical discourse analysis, we juxtapose qualitative data collected from >200 youth teachers and teacher educators in the context of co‐creating a manifesto for education and environmental sustainability. Through analysis of these two datasets, we evaluate…
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…
Youth representations of environmental protest
A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti‐fracking protest, and d…
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 …
Indigenous youth activism
Young people in Malaysia have been found to be less likely to be politically active than their elders, but few research studies have focused on activism amongst Indigenous youth. This exploratory interview study focuses on motivations and challenges experienced by eight highly educated Malaysian Indigenous youth (aged 19-24). Youth took action for Indigenous rights in politics, education, development and health. We find systemic oppression and la…
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…
Learning through play? What board games reveal and conceal about climate change
Board games bring pleasure through collaboration, simulated action, fun and challenge and are receiving increased attention for their role in climate change education and awareness raising. This article reports on a critical discourse analysis of commercially available board games: Carbon City Zero, Catan: New Energies, Daybreak, Kyoto and Tipping Point. We find that ahistorical, collaborative ‘problem solving’ discourses are present in climate c…
Reflections on enabling intergenerational dialogue about climate interventions through deliberative methods
Learning through interdisciplinary dialogue
Scientific innovations for sustainable development often make huge promises about overcoming climate change, or promote technological innovations that have potential development implications. However, the social outcomes of such interventions are often considered superficially; thus potentially reinforcing injustices or producing unforeseen, undesirable outcomes. Increasingly, projects claim to have an interdisciplinary dimension, but processes o…
For-profit schools in England
Trends towards the marketisation of the schooling sector have led to suggestions that state-funded schools in England will soon be allowed to operate on a for-profit basis. This article has two aims: to contribute to understanding of the regulation and characterisation of existing for-profit schools in England; and to assess the claim that for-profit schools ‘significantly outperform’ all independent schools by exploring the use of large scale da…
For-profit schools in England
Trends towards the marketisation of the schooling sector have led to suggestions that state-funded schools in England will soon be allowed to operate on a for-profit basis. This article has two aims: to contribute to understanding of the regulation and characterisation of existing for-profit schools in England; and to assess the claim that for-profit schools ‘significantly outperform’ all independent schools by exploring the use of large scale da…
Open-ended investigations in high school science
Open-ended investigative work is important for science at the high school level because it provides students with experiences approaching the authentic practice of scientists. In England context, some teachers provide opportunities for open-ended investigation, even though at post-16 (pre-university) A-Level they are no longer required to do so. This qualitative study had two aims: to identify teachers’ intended learning outcomes for open-ended i…
Corrosive disadvantage
Hydraulic fracturing (‘fracking’) is a policy problem that is both a spatial and temporal issue, touching on economic, environmental, health, safety, political and social concerns of interest to youth. This empirical study focuses on the impact of fracking on youth in communities in England. The Capabilities Approach is used as a lens for understanding the experiences of young people in their late teens. The article draws on focus groups with you…
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…
“It’s our future.” Youth and fracking justice in England
Youth perspectives on energy interventions are rarely sought or acted on in local and national policy, despite the stake young people have in the future created by today’s energy and environmental policies. The debate on unconventional shale gas development (hydraulic fracturing, or “fracking”) is one context in which decisions taken today have long-term, intergenerational consequences, with environmental justice intersecting with energy needs. T…
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…
Youth representations of environmental protest
A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti‐fracking protest, and d…
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…
Putting climate change at the heart of education
In this paper we present an analysis of the sustainability and climate change strategy for education and children's services systems in England, produced by the Department for Education. Using critical discourse analysis, we juxtapose qualitative data collected from >200 youth teachers and teacher educators in the context of co‐creating a manifesto for education and environmental sustainability. Through analysis of these two datasets, we evaluate…
Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK
In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and…
Indigenous youth activism
Young people in Malaysia have been found to be less likely to be politically active than their elders, but few research studies have focused on activism amongst Indigenous youth. This exploratory interview study focuses on motivations and challenges experienced by eight highly educated Malaysian Indigenous youth (aged 19-24). Youth took action for Indigenous rights in politics, education, development and health. We find systemic oppression and la…
Learning through interdisciplinary dialogue
Scientific innovations for sustainable development often make huge promises about overcoming climate change, or promote technological innovations that have potential development implications. However, the social outcomes of such interventions are often considered superficially; thus potentially reinforcing injustices or producing unforeseen, undesirable outcomes. Increasingly, projects claim to have an interdisciplinary dimension, but processes o…
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 …
It feels like a parallel universe.” Worldbuilding through climate action
This study set out to explore the everyday experiences of people engaged in climate action. We focus not on one specific self-defined and bounded social movement, but on individuals engaging in different forms of climate action from protest and direct action to art and social media activism. Data were drawn from focus groups and interviews with 26 UK based climate actors to explore motivations, experiences, emotions, conflicts and successes. Part…
Youth Climate Questions
Anthropogenic climate change and environmental crises are pressing challenges of our time, with changes to the climate system observed in every global region. Disastrous impacts on nature, including people, have already been observed in the form of drought, floods and extreme heat events across the planet. This study examines the role of an interdisciplinary approach to exploring different responses to climate-related disasters and potential disa…
Climate education through online narrative games
There is growing attention to the role of narrative in climate change education and communication. Storytelling is accessible and engaging, and can generate climate conversations. This study reports on an online narrative video game (Game Changers) designed to generate conversations on topics related to climate change using the convergence of live theatre and games using a novel ‘choose our own adventure’ mechanic. Drawing on analysis of observat…
Learning through play? What board games reveal and conceal about climate change
Board games bring pleasure through collaboration, simulated action, fun and challenge and are receiving increased attention for their role in climate change education and awareness raising. This article reports on a critical discourse analysis of commercially available board games: Carbon City Zero, Catan: New Energies, Daybreak, Kyoto and Tipping Point. We find that ahistorical, collaborative ‘problem solving’ discourses are present in climate c…
Extreme heat risk perceptions and readiness in schools
The increasing frequency and intensity of heatwaves poses significant challenges to schools, particularly in terms of ensuring the safety and well-being of pupils and staff. This paper investigates the perceptions of extreme heat risks and the readiness of schools to adapt to such conditions in the United Kingdom (UK), focusing on the experiences and viewpoints of schoolteachers and wider school staff. A survey was disseminated through multiple a…
What knowledge do different experts think should be taught about climate change in compulsory school science? Results from a Delphi study
Recent research has focused on the question of what ought to be taught about climate change in compulsory secondary school science from the perspectives of policymakers, teacher educators, and teachers. This study investigates the question from the perspectives of three groups of experts: science teachers, climate scientists, and youth climate activists. Using a three-round Delphi method with 38 experts, 45 knowledge statements were identified an…
Political science (15 works) · Sociology (15 works) · Public relations (10 works) · Pedagogy (9 works) · Environmental Education and Sustainability (7 works) · Psychology (7 works) · Climate change (5 works) · Climate Change Communication and Perception (5 works) · Computer Science (5 works) · Environmental education (5 works)