Rooted and Rising: A Pedagogical Narrative Inquiry into Re-Storying Education in the Era of Climate Change

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dc.contributor.advisorAlsop, Steve
dc.contributor.authorCohen, Roxanne Wendy Silverstein
dc.date.accessioned2024-07-18T21:30:03Z
dc.date.available2024-07-18T21:30:03Z
dc.date.copyright2024-05-27
dc.date.issued2024-07-18
dc.date.updated2024-07-18T21:30:03Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractAs my relationship with global climate change grows deeper, I find myself increasingly intrigued by how this era compels a fundamental re-storying of education. In pursuit of this inquiry, I co-created Rooted and Rising – a pedagogical experiment in supportive education with and for youth climate leaders – and took up research within and alongside it. Through this dissertation, I sought to better understand the foundational narratives of this experiment, and what they might offer into the re-storying of education at this very pivotal time in global history. I collected data through a Pedagogical Narrative Inquiry, which explores the storied experiences of students and educators in Rooted and Rising (R+R), including my own, using interviews, document analysis, field notes, and personal reflections. My inquiry contributes to re-storying and re-structuring education as prefigurative, understood as the deliberate and experimental implementation of desired futures in the here and now. I offer three sets of significant narratives towards this re-storying: Interconnecting and the opening practices of valuing, attending, and sustaining interconnecting; Social Action narratives including processual narratives of improvisation and tinkering, social narratives of collaboration, and planetary healing narratives that both framed and emerged in the experiment; and Desired Futures, reflecting with R+R’s pedagogical invitations into play, desire, and agency with futures, and the aesthetics, temporalities, and well beings students’ expressed desire for across three activities. Theoretical and practical implications are discussed.
dc.identifier.urihttps://hdl.handle.net/10315/42210
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectEducation
dc.subjectClimate change
dc.subjectEnvironmental education
dc.subject.keywordsClimate change education
dc.subject.keywordsNarrative inquiry
dc.subject.keywordsPrefigurative
dc.subject.keywordsYouth
dc.subject.keywordsDesired futures
dc.titleRooted and Rising: A Pedagogical Narrative Inquiry into Re-Storying Education in the Era of Climate Change
dc.typeElectronic Thesis or Dissertation

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