CCC-CATAPULT

From initial consideration of these perspectives, our overarching areas of enquiry are: How do we ensure young people become ‘climate literate’? And when they are, how do we ensure that literacy does not become overwhelming? Could knowledge and/or experiences of climate impacts during youth impede or nurture climate literacy? Could experiences of intercultural collaboration and dialogue nurture reduced eco-anxiety and empower young people? How do young people, teachers and other key actors shaping the learning of children, understand the value-action gap in tackling the climate emergency? Could intercultural and intergenerational experiences positively or negatively influence the value-action gap? What might legitimate transformation look like to young people going through different processes of sense-making and cultural meaning formation in relation to reducing the value-action gap?