TakingITGlobal

2 . 3. 3 You th P er spec ti ves on the IPCC Pr ojec t and Clima te Change Pedagogy In contrast to climate change education as it is often taught, which every team member described as psychologically draining, the collective and experiential pedagogy of the IPCC project brought forth something completely different: [Our facilitator] is always motivating us, so every time we say something she wants us to clap for each other, and that has been AWESOME, because yesterday I made two participations in a debate, and I was like— twice! Yes!—Every time they clap for me it feels so good! It reminds me that people are hearing me—they are listening. ( B O G O T Á 1 , I N T E R V I E W ) When team members weren't writing, they focused on having fun (dance parties, board games, conversations and everything else teenagers get up to), which led to a greater ability to deal with the difficult subject matter they were writing about. We have fun! Then our brain is fresh to write and create good ideas. ( J A K A R T A , I N T E R V I E W ) The pedagogy of this project was also student driven; it involved listening to students, asking critical questions, and guiding students in deliberative decision-making and co-writing, which may have added to their feelings of empowerment. Another team member described the challenge of the discussions as key to her enjoyment of the project: We started digging into hard questions almost right away. It was never just skimming the surface of what climate change was, or that it even existed — which of course is a huge question here in Calgary that's raised. It was more — 'its real, its impacting us, how is it impacting us? How are different people seeing differently?' Diving into those hard questions surrounding climate change really motivated us, and that's where the action based stuff came from. ( C A L G A R Y 1 , I N T E R V I E W ) Other team members compared their sense of efficacy before and after coming to Edmonton, describing how working as an individual at home without community support fostered feelings of isolation and decreased their motivation to act. It's made me have a more positive outlook because I can do something. And I feel more empowered seeing all these other people around me who care about it as well… it makes me feel more driven, knowing I'm not the only person. ( A C C R A , I N T E R V I E W ) Increased efficacy is linked to the support of other team members, teachers, and mentors. Research agrees that social support is essential for positively reinforcing public engagement, shaping the development of personal identity, and collective efficacy (Lorenzoni et al., 2007). The project also included a platform for youth to present their ideas at a socially respected, international science conference. They were well 58 | F I N D I N G S

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