Servant-Miklos and Dewar (2024)

This article is a single-participant idiographic study examining a student’s identity crisis in the climate classroom through an existential phenomenology lens. Via qualitative analysis the study explores the ontological sense-making process of a mixed-race, bisexual female student. The article focuses the participants ontological understanding of climate change within the context of being mixed-raced an environmental course in a collage in Netherlands. The analysis found that environmental education can meaningfully impact the mind-body relationship and self-identification of students from marginalised groups. The authors outline how these findings challenge assumptions of popular frameworks for understanding marginalisation in environmental education. The article concludes that attending to human sense-making in environmental education can benefit students with marginalized identities by grounding environmental education in practices that make space for these identities.

Read the full article here: 

Servant-Miklos, V. F., & Dewar, E. F. (2024). “What do I stand for?”-A phenomenological account of an identity crisis in the climate classroom. The Journal of Environmental Education, 1-17.