Van der Veek, Roos, W.M. (2023) Pedagogical Techniques Used in Teaching Planetary Health and Their Perceived Effects Among Students. Bachelor thesis, Global Responsibility & Leadership (GRL).
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Abstract
Human actions are increasingly impacting the state of natural systems, posing threats for climate change, biodiversity, and human well-being. Addressing this planetary crisis requires a change in human behavior, including attitudes towards environmental issues. Education can serve as a platform for creating more awareness around the climate crises. This study focuses on a group of students enrolled in the Bachelor of Science Global Responsibility and Leadership, that participated in a planetary health class incorporating two new pedagogical techniques: the theater of the oppressed and an intergenerational dialogue. The research question guiding this study is: What are the perceived effects of the pedagogical techniques the 'theater of the oppressed' and the 'intergenerational dialogue' on eco-emotions and feelings of empowerment among students following a planetary health course? To answer the research question, a focus group was conducted to gather the students' feedback, specifically exploring their eco-emotions and the impact of these emotions on their sense of empowerment or disempowerment. The results reveal that the activity of the theater of the oppressed evoked feelings of hopelessness and disempowerment because of power relations, while intergenerational dialogue fostered hope, motivation, and empowerment due to a sense of responsibility for future generations. In the end it appeared that students experienced eco-anxiety during both activities. Moreover, the study highlights the importance of employing appropriate pedagogical techniques in education for sustainable development.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Name supervisor: | Rotulo, A. |
| Date Deposited: | 12 Sep 2023 10:04 |
| Last Modified: | 12 Sep 2023 10:04 |
| URI: | https://campus-fryslan.studenttheses.ub.rug.nl/id/eprint/292 |
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