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This study focuses on the nature of teachers’ arguments for and rebuttals to 10 denial theories about anthropogenic climate change that are most commonly encountered in the media and public debates. Through a semi-structured survey, the study collected data from 24 participants who are K-12 teachers in Maryland and Delaware. The deductive coding and frequency analysis of data shows that although all participants of our study agree with the importance of teaching anthropogenic climate change, some teachers agree with the denial theories of climate change. The arguments for the denial theories show less epistemic quality than the rebuttals against denial theories. Moreover, teachers went beyond the textbooks and searched for other varied sources of information. However, we noticed that teachers might still doubt the anthropogenic causes of climate change. The study further uses intertextual discourse analysis to explore the reasons why use of sources might still leave teachers confused.

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This article introduces key features to the background, themes and implications of three collections available in Environmental Education Research that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called ‘pyro-pedagogies’ and ‘practice architectures’, and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future.

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UNSDG's Youth Solutions Program is launching the 3rd edition of the Youth Solutions Report. Building on the work of The World in 2050 Initiative (TWI2050), SDSN’s Sustainable Development Report outlines six major transformations needed to implement the SDGs, including education, health, energy, land use, cities, and digital technologies. This year’s Report includes solutions that target areas such as digital health and education, financial inclusion, innovation in agricultural practices, sustainable livelihoods, and circular economy. Taken together, the 50 awardees contribute to expanding the global cohort of youth-led innovations that SDSN Youth has been supporting since 2015.

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This practitioner's brief is the result of a study designed to systematically document how EE organizations think about and operationalize equity and inclusion in the work environment and what the experiences of people of color in the field are. It adds to the chorus of stories and anecdotal evidence we’ve heard for several decades. The findings, informed by a survey of 51 organization leaders across the U.S. and focus group interviews with 26 educators of color, reveal a narrative that highlights the disconnect between the ways in which organizations believe, or intend, to be addressing equity and inclusion and how it is operationalized in the work environment.

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