Verity Jones
Biographic Data
| ID | 3922644 |
|---|---|
| NAME | Verity Jones |
| GIVEN NAMES | Verity |
| FAMILY NAME | Jones |
| SIGNATURE | JONES V |
| AFFILIATIONS | University of the West of England |
| ORCID | 0000-0002-2451-8651 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 88 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Climate literacy for students in higher education: A case study from the University of the West of England (UWE), Bristol, in the United Kingdom
Purpose One of the crucial roles of universities is to encourage students to learn about climate change issues and put strategies into practice to enhance climate literacy. Despite the urgency of the situation, implementing climate change education in universities has not yet achieved the required success. This study aims to examine the significance of climate literacy activities and sustainability practices for students on campus to support them…
Learning to care in the food system: Education for Sustainable Development resources, food education and the farming of animals for food
Despite calls for curricula to be repurposed around environmental concerns, and the related significance of food-related emissions to global climate change, consideration of the wider impacts of the global food system (positive and negative) are frequently not well-integrated into education of 5–11-year-olds. This paper makes an important contribution to nascent research around the nature and role of learning resources for education for sustainab…
Why Children Need to Read About Plants at a Time of Climate Change
We begin developing our relationship with and for Nature during childhood, and over the last 20 years research has advanced our understanding of human relationships with Nature. However, a focus on human-animal relationships dominates environmental understanding, including through the medium of literature, especially children’s literature. It is critical that children know, engage with and care for plants at this time of climate crisis and this c…
Voices in a pandemic: Using deep mapping to explore children’s sense of place during the Covid-19 pandemic in UK
Children's sense of place is important for wellbeing, development and belonging in a community or place. The VIP-CLEAR (Voices in a Pandemic – Children's Lockdown Experiences Applied to Recovery) project used creative methods and repeat engagement to capture children's experiences of the COVID-19 pandemic in socially disadvantaged, urban settings, in Bristol, UK. This paper focuses on findings from the two-phased 'deep mapping' activity conducted…
Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10‐ and 11‐year‐olds
This paper presents an overview of the arts‐based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10‐ and 11‐year‐old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts‐based method of body mapping as an ethical approach to foregrounding the children's voi…
The Tree(s) of Hope and Ambition: An arts‐based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to Covid ‐19
This paper offers a new child‐centred methodology that explores children's visions of their futures, encourages self‐reflection and depth and shares children's voices with peers and researchers, as unbrokered as possible. This final stage of a longitudinal, arts‐based, social science‐informed project was delivered by partnering with schools in socially disadvantaged areas of Bristol, a UK city. Our two‐phase activity used a Tree metaphor to explo…
Young people, climate change and fast fashion futures
Young people are key stakeholders in the future, but their stake is rarely considered in decision making and policy development. In this paper we explore how climate change education can allow the voices of young people to be listened to and help young people imagine desirable futures and develop agency to address the steps, both personal and policy based, that are needed to achieve this. Initially reporting on the findings of a survey of 985 you…
Voices in a Pandemic: Listening to the Voices of Children in a Pandemic Through Arts-Based, Deep Mapping Methods Adapted for Online Delivery
How educational staff in European schools reform school food systems through ‘everyday practices’
Schools are recognized as important locales for education and action to change food-related environmental and health behaviours. Research shows the potential for a whole school systems approach to integrate educational activities, food in school, and wider food-related interactions. However, little attention has been given to how theory is put into practice in terms of reforming school food practices in the everyday routines and commitments of sc…
Environmental Education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a Theory of Change approach
This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and the demands of a new curriculum. The findings reflect on the first three years of an education programme that uses a Theory of Change framework to plan for learning with 9–11 year olds in Wales, UK. Dr…
Edible insects: Applying Bakhtin’s carnivalesque to understand how education practices can help transform young people’s eating habits
Western European populations are being encouraged to reconsider their diets in light of population growth and the associated intensification of farming systems. In addition, health concerns associated with diets high in sugar, salt and saturated fat are stimulating interest in alternative foods. Including insects in human diets may be one option to help feed a growing population more sustainably, but it comes with its own challenges. This paper r…
Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools
Supporting young people with global crises mitigation strategies is essential, yet loaded with ethical dilemmas for the educator. This study explores whether young people will make ethical decisions regarding the sustainability of food choice in schools, and based on the processes identified, what educators’ needs are in supporting transformative learning. This study is the first of its kind, where young people under the age of 14 have been tasti…
Living with plants and the exploration of botanical encounter within human geographic research practice
Explorations of the boundaries between human culture and non‐human nature have clear ethical dimensions. Developing both from philosophical arguments about the value of such boundaries and recent empirical work following the traffic across them, we seek to complement these discussions through a consideration of how these boundaries can be enacted by ourselves, as researchers, and the methods we employ. As part of an agenda seeking to reconsider o…
Communicating environmental knowledges: Young People and the Risk Society
In this paper I illustrate how an increased demand for the communication of environmental knowledges in contemporary society can be understood using ideas purported by the risk society thesis. In order to deepen these connections and understandings I discuss how trust, and by association doubt, are constructed by examining the interesting, though little explored example of young people. Drawing on empirical work at a botanical garden with over 15…
Living with plants and the exploration of botanical encounter within human geographic research practice
Explorations of the boundaries between human culture and non‐human nature have clear ethical dimensions. Developing both from philosophical arguments about the value of such boundaries and recent empirical work following the traffic across them, we seek to complement these discussions through a consideration of how these boundaries can be enacted by ourselves, as researchers, and the methods we employ. As part of an agenda seeking to reconsider o…
Communicating environmental knowledges: Young People and the Risk Society
In this paper I illustrate how an increased demand for the communication of environmental knowledges in contemporary society can be understood using ideas purported by the risk society thesis. In order to deepen these connections and understandings I discuss how trust, and by association doubt, are constructed by examining the interesting, though little explored example of young people. Drawing on empirical work at a botanical garden with over 15…
Voices in a pandemic: Using deep mapping to explore children’s sense of place during the Covid-19 pandemic in UK
Children's sense of place is important for wellbeing, development and belonging in a community or place. The VIP-CLEAR (Voices in a Pandemic – Children's Lockdown Experiences Applied to Recovery) project used creative methods and repeat engagement to capture children's experiences of the COVID-19 pandemic in socially disadvantaged, urban settings, in Bristol, UK. This paper focuses on findings from the two-phased 'deep mapping' activity conducted…
Young people, climate change and fast fashion futures
Young people are key stakeholders in the future, but their stake is rarely considered in decision making and policy development. In this paper we explore how climate change education can allow the voices of young people to be listened to and help young people imagine desirable futures and develop agency to address the steps, both personal and policy based, that are needed to achieve this. Initially reporting on the findings of a survey of 985 you…
Environmental Education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a Theory of Change approach
This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and the demands of a new curriculum. The findings reflect on the first three years of an education programme that uses a Theory of Change framework to plan for learning with 9–11 year olds in Wales, UK. Dr…
Edible insects: Applying Bakhtin’s carnivalesque to understand how education practices can help transform young people’s eating habits
Western European populations are being encouraged to reconsider their diets in light of population growth and the associated intensification of farming systems. In addition, health concerns associated with diets high in sugar, salt and saturated fat are stimulating interest in alternative foods. Including insects in human diets may be one option to help feed a growing population more sustainably, but it comes with its own challenges. This paper r…
Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools
Supporting young people with global crises mitigation strategies is essential, yet loaded with ethical dilemmas for the educator. This study explores whether young people will make ethical decisions regarding the sustainability of food choice in schools, and based on the processes identified, what educators’ needs are in supporting transformative learning. This study is the first of its kind, where young people under the age of 14 have been tasti…
How educational staff in European schools reform school food systems through ‘everyday practices’
Schools are recognized as important locales for education and action to change food-related environmental and health behaviours. Research shows the potential for a whole school systems approach to integrate educational activities, food in school, and wider food-related interactions. However, little attention has been given to how theory is put into practice in terms of reforming school food practices in the everyday routines and commitments of sc…
Living with plants and the exploration of botanical encounter within human geographic research practice
Explorations of the boundaries between human culture and non‐human nature have clear ethical dimensions. Developing both from philosophical arguments about the value of such boundaries and recent empirical work following the traffic across them, we seek to complement these discussions through a consideration of how these boundaries can be enacted by ourselves, as researchers, and the methods we employ. As part of an agenda seeking to reconsider o…
Communicating environmental knowledges: Young People and the Risk Society
In this paper I illustrate how an increased demand for the communication of environmental knowledges in contemporary society can be understood using ideas purported by the risk society thesis. In order to deepen these connections and understandings I discuss how trust, and by association doubt, are constructed by examining the interesting, though little explored example of young people. Drawing on empirical work at a botanical garden with over 15…
Edible insects: Applying Bakhtin’s carnivalesque to understand how education practices can help transform young people’s eating habits
Western European populations are being encouraged to reconsider their diets in light of population growth and the associated intensification of farming systems. In addition, health concerns associated with diets high in sugar, salt and saturated fat are stimulating interest in alternative foods. Including insects in human diets may be one option to help feed a growing population more sustainably, but it comes with its own challenges. This paper r…
Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools
Supporting young people with global crises mitigation strategies is essential, yet loaded with ethical dilemmas for the educator. This study explores whether young people will make ethical decisions regarding the sustainability of food choice in schools, and based on the processes identified, what educators’ needs are in supporting transformative learning. This study is the first of its kind, where young people under the age of 14 have been tasti…
Voices in a Pandemic: Listening to the Voices of Children in a Pandemic Through Arts-Based, Deep Mapping Methods Adapted for Online Delivery
How educational staff in European schools reform school food systems through ‘everyday practices’
Schools are recognized as important locales for education and action to change food-related environmental and health behaviours. Research shows the potential for a whole school systems approach to integrate educational activities, food in school, and wider food-related interactions. However, little attention has been given to how theory is put into practice in terms of reforming school food practices in the everyday routines and commitments of sc…
Environmental Education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a Theory of Change approach
This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and the demands of a new curriculum. The findings reflect on the first three years of an education programme that uses a Theory of Change framework to plan for learning with 9–11 year olds in Wales, UK. Dr…
The Tree(s) of Hope and Ambition: An arts‐based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to Covid ‐19
This paper offers a new child‐centred methodology that explores children's visions of their futures, encourages self‐reflection and depth and shares children's voices with peers and researchers, as unbrokered as possible. This final stage of a longitudinal, arts‐based, social science‐informed project was delivered by partnering with schools in socially disadvantaged areas of Bristol, a UK city. Our two‐phase activity used a Tree metaphor to explo…
Young people, climate change and fast fashion futures
Young people are key stakeholders in the future, but their stake is rarely considered in decision making and policy development. In this paper we explore how climate change education can allow the voices of young people to be listened to and help young people imagine desirable futures and develop agency to address the steps, both personal and policy based, that are needed to achieve this. Initially reporting on the findings of a survey of 985 you…
Why Children Need to Read About Plants at a Time of Climate Change
We begin developing our relationship with and for Nature during childhood, and over the last 20 years research has advanced our understanding of human relationships with Nature. However, a focus on human-animal relationships dominates environmental understanding, including through the medium of literature, especially children’s literature. It is critical that children know, engage with and care for plants at this time of climate crisis and this c…
Voices in a pandemic: Using deep mapping to explore children’s sense of place during the Covid-19 pandemic in UK
Children's sense of place is important for wellbeing, development and belonging in a community or place. The VIP-CLEAR (Voices in a Pandemic – Children's Lockdown Experiences Applied to Recovery) project used creative methods and repeat engagement to capture children's experiences of the COVID-19 pandemic in socially disadvantaged, urban settings, in Bristol, UK. This paper focuses on findings from the two-phased 'deep mapping' activity conducted…
Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10‐ and 11‐year‐olds
This paper presents an overview of the arts‐based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10‐ and 11‐year‐old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts‐based method of body mapping as an ethical approach to foregrounding the children's voi…
Climate literacy for students in higher education: A case study from the University of the West of England (UWE), Bristol, in the United Kingdom
Purpose One of the crucial roles of universities is to encourage students to learn about climate change issues and put strategies into practice to enhance climate literacy. Despite the urgency of the situation, implementing climate change education in universities has not yet achieved the required success. This study aims to examine the significance of climate literacy activities and sustainability practices for students on campus to support them…
Learning to care in the food system: Education for Sustainable Development resources, food education and the farming of animals for food
Despite calls for curricula to be repurposed around environmental concerns, and the related significance of food-related emissions to global climate change, consideration of the wider impacts of the global food system (positive and negative) are frequently not well-integrated into education of 5–11-year-olds. This paper makes an important contribution to nascent research around the nature and role of learning resources for education for sustainab…
Sociology (14 works) · Political science (8 works) · Pedagogy (7 works) · Social science (7 works) · Environmental Education and Sustainability (6 works) · Psychology (6 works) · Geography (5 works) · Children's Rights and Participation (4 works) · Ecology (4 works) · Environmental education (4 works)