Maria Turkenburg‐van Diepen
Biographic Data
| ID | 6154476 |
|---|---|
| NAME | Maria Turkenburg‐van Diepen |
| GIVEN NAMES | Maria |
| FAMILY NAME | Turkenburg‐van Diepen |
| SIGNATURE | VAN DIEPEN M T |
| AFFILIATIONS | University of York |
| ORCID | 0000-0002-2841-3339 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
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…
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…
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 …
Children Challenging Industry
Perceptions of science, industry and related careers are not well-understood in children below age 11, with many potentially influential factors needing research. The Centre for Industry Education Collaboration at the University of York has run the Children Challenging Industry programme (CCI) since 1996. The CCI consists of components designed to place curriculum science in a real-world context, aiming to improve knowledge about and attitudes 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…
“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…
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…
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 …
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
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…
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 …
Children Challenging Industry
Perceptions of science, industry and related careers are not well-understood in children below age 11, with many potentially influential factors needing research. The Centre for Industry Education Collaboration at the University of York has run the Children Challenging Industry programme (CCI) since 1996. The CCI consists of components designed to place curriculum science in a real-world context, aiming to improve knowledge about and attitudes to…
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…
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…
Sociology (11 works) · Political science (10 works) · Pedagogy (7 works) · Psychology (7 works) · Public relations (7 works) · Environmental Education and Sustainability (4 works) · Climate Change Communication and Perception (3 works) · Computer Science (3 works) · Law (3 works) · Politics (3 works)