Implementing Climate Change Education in the United States: A Structural Analysis of School Systems (Poster 6)

• In Event: Mapping the Terrain of Climate Change Education: Exploring Politics, Policy, Practice, and Perspectives

Abstract

With the intensity of climate change affecting many parts of life, climate change education in the U.S. is uneven and in many cases substantively absent. This paper examines the literature on the structure of school districts and the levels of decision making within them that will affect if and how we teach about climate change. Employing a systematic mapping/mapping review method, we look at who makes up district leadership from superintendent, to principals, to teachers, and community groups affecting schools. Recommendations for future research are presented.

Authors

• David E. Long, Morehead State University

• Rachel Sue White, University of Texas at Austin

• Joseph A. Henderson, University of Vermont