Inspiring hope for the future: Translating a review of evidence into hopeful educational practices.
Donna Rady

Monash University

Abstract

We have seen a growing number of young people experiencing environment related anxiety, with many expressing worry and anxiety about climate change and socio-ecological uncertainty on a weekly basis (Baker et al, 2020). Educators have a responsibility and major role in supporting students to build resilience so that they have the capacity to withstand and adapt to or recover from stressful situations in a way that promotes well-being and social cohesion, so that they are able to cope with adversity in their lives and communities. This happens when the required capabilities (knowledge, skills, attitudes & processes) are linked with the capacity to see beyond the crises and their ability to take an active role in building a sustainable future for themselves.
My interest in hopeful practices has lead me to think about how we teach, alongside what we teach. This is particularly applicable to teachers of Science when it comes to teaching and learning about climate change, natural disasters and other scientific and environmental ideas that may bring uncertainty, demonstrating a need to bring together practices in science with hopeful practices.
This paper explores the literature around hope, using climate change, as a representative of urgent socio-environmental issues and uncertainty, to provide insight into ^hopeful practices^ that build capacity and resilience. These findings recognise that social emotional drivers, both internally and externally driven, shapes the capacity to act for a sustainable future. To this end, I introduce findings from a rapid literature search and situate the key features/characteristics within illustrations in teacher practice that aim to build capacity and promote resilience for socio-ecological uncertainty through hope and hopeful practices. These strategies aim to predominately position climate action and scaffold building resilience for socio-ecological uncertainty that promote futures thinking and futures literacy in the next generation. Recognising a sense of agency and through the development of adaptability skills, knowledge and processes, students can cope and contribute positively to sustainable practices, the health of our planet and their future.

Keywords: Hope, Science Teachers, Sustainable Future, Hopeful Practices, Science Education, Resilience, Capabilities

Topic: Science Education