Bridging Local Concerns and Systemic Change: A Design-Based Approach to Transformative Climate Education
DOI :
https://doi.org/10.53967/cje-rce.7205Mots-clés :
apprentissage des adultes, éducation climatique transformatrice, modernité coloniale, recherche fondée sur la conceptionRésumé
Cet article présente les premières phases de recherche et de développement d’un programme d’éducation climatique transformatrice destiné aux adultes dans une communauté semi-rurale du sud de l’île de Vancouver. En utilisant une approche de recherche fondée sur la conception (design-based research [DBR]), nous avons développé une série d’ateliers inspirés de l’éducation des adultes et de l’éducation permanente (adult and lifelong education [ALE]), de l’apprentissage transformateur et des cadres théoriques du collectif Gesturing Towards Decolonial Futures et de Vanessa Machado de Oliveira (2022). Notre recherche a commencé par une évaluation des besoins communautaires (n = 183), identifiant des préoccupations majeures, comme l’accessibilité financière, l’écoanxiété et la cohésion sociale. Nous formulons six principes de conception issus de ces résultats, soulignant l’importance des points d’entrée pédagogiques, du rôle de la transformation des visions du monde et de l’intégration de solutions climatiques locales dans une critique systémique plus large. Cette étude contribue à l’éducation climatique en proposant un modèle qui dépasse la simple diffusion d’informations et favorise plutôt un engagement critique et axé sur la justice en matière d’action climatique, à la fois pertinent à l’échelle locale et inscrit dans un contexte global.
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