How does learning about the environment make you feel?
This is an excerpt of a story by Beth Grant based on her Master’s research on eco-emotions among students in environmental programs. Beth’s project used a photovoice methodology, inviting participants to take pictures based on her prompts and share their own eco-anxious stories. Check out the video we created and use the reflection guide to spark conversation and contemplation.
While often individualized and pathologized, climate emotions are a common, justified, and appropriate reaction experienced by many folks while contemplating the climate crisis. This is particularly true for those of us dedicating years of our lives to studying, comprehending, and addressing the environmental issues we face today. Why then do emotions, especially “negative” emotions, remain largely overlooked and understudied in post-secondary environmental education where emotionally charged content is inevitable?
This experience led me to my master’s research project which is now coming to a close. Using creative photography and individual interviews, I empowered post-secondary students to share their emotional experiences in environmental education and to make recommendations for the emotional aspects of their degrees.
What resulted was some beautiful, powerful, and vulnerable work that I am honoured to share with you here.
Click here to read the full story alongside participant photos.
When asked “What has been your emotional experience in environmental post-secondary education?” this is what students had to say:
Sparking conversation in your own classroom
Students described their emotions experienced in environmental studies as ‘a harsh but necessary truth.’ Although they recognize that these topics are emotionally challenging, students accepted the emotional weight of course content, considering it highly important.
The goal is not to remove or even to minimize these “negative” emotions from post-secondary environmental education, but rather to empower students to embrace, reflect on, learn from, and harness their emotions for meaningful and beautiful outcomes. Speaking openly about our climate emotions and sharing our unique stories can bring us together and strengthen the collective as we work to overcome the social and environmental issues we face.
Here are some ideas for journaling or discussion with your classroom
How does learning about environmental issues/climate change make you feel?
Think back to a time in your environmental education when you experienced a big emotion. What were you feeling and why? What caused you to feel that way?
Despite the environmental issues we face today, what gives you courage and hope for the future?
What recommendations do you have for the emotional experience of environmental education?
Let us know if you use these questions with your group!