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Youth Reclaiming Environmental Narratives and Identities Through Postcolonial Intersectional Environmentalist Digital Activism for Environmental Justice
Youth Reclaiming Environmental Narratives and Identities Through Postcolonial Intersectional Environmentalist Digital Activism for Environmental Justice
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103149
- ISBN
- 9798315700296
- DDC
- 363.7
- 저자명
- Aziz, Tasnim.
- 서명/저자
- Youth Reclaiming Environmental Narratives and Identities Through Postcolonial Intersectional Environmentalist Digital Activism for Environmental Justice
- 발행사항
- [Sl] : Columbia University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 306 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
- 주기사항
- Advisor: Emdin, Chris.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2025.
- 초록/해제
- 요약Through critical autoethnography, bricolage, and action research approaches, this qualitative study examined how high school students engaged in/with environmental justice through digital activism while reflecting on their personal identities and environmental science education. This novel research created space to nurture the interrelationships among intersectionality, youth climate action, environmental justice (EJ), science education, and digital activism. Furthermore, it included the researcher's autoethnography to share her process of reclaiming her identities and narratives. The data was analyzed using postcolonial and intersectional environmentalist frameworks. During ten sessions of virtual after-school meetings, the participants learned about the 17 principles of EJ and intersectional environmentalism. We examined colonial narratives in environmental science, with a particular focus on BIPOC communities. Furthermore, the intersectional environmentalist framework enabled us to critique how diverse identities were represented in environmental science and EJ digital activism. The purpose of this study was to support youth in creating an environmentally just society while deepening their scientific understanding and identity development. Furthermore, it provided teachers with insights on creating more inclusive and just science classrooms.
- 일반주제명
- Environmental justice
- 일반주제명
- Environmental studies
- 일반주제명
- Science education
- 일반주제명
- Secondary education
- 키워드
- Digital activism
- 키워드
- Postcolonialism
- 기타저자
- Columbia University TC: Science Education
- 기본자료저록
- Dissertations Abstracts International. 86-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798315700296
■035 ▼a(MiAaPQ)AAI31996076
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a363.7
■1001 ▼aAziz, Tasnim.
■24510▼aYouth Reclaiming Environmental Narratives and Identities Through Postcolonial Intersectional Environmentalist Digital Activism for Environmental Justice
■260 ▼a[Sl]▼bColumbia University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a306 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: B.
■500 ▼aAdvisor: Emdin, Chris.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2025.
■520 ▼aThrough critical autoethnography, bricolage, and action research approaches, this qualitative study examined how high school students engaged in/with environmental justice through digital activism while reflecting on their personal identities and environmental science education. This novel research created space to nurture the interrelationships among intersectionality, youth climate action, environmental justice (EJ), science education, and digital activism. Furthermore, it included the researcher's autoethnography to share her process of reclaiming her identities and narratives. The data was analyzed using postcolonial and intersectional environmentalist frameworks. During ten sessions of virtual after-school meetings, the participants learned about the 17 principles of EJ and intersectional environmentalism. We examined colonial narratives in environmental science, with a particular focus on BIPOC communities. Furthermore, the intersectional environmentalist framework enabled us to critique how diverse identities were represented in environmental science and EJ digital activism. The purpose of this study was to support youth in creating an environmentally just society while deepening their scientific understanding and identity development. Furthermore, it provided teachers with insights on creating more inclusive and just science classrooms.
■590 ▼aSchool code: 0054.
■650 4▼aEnvironmental justice
■650 4▼aEnvironmental studies
■650 4▼aScience education
■650 4▼aSecondary education
■653 ▼aDigital activism
■653 ▼aIntersectional environmentalism
■653 ▼aPostcolonialism
■653 ▼aYouth climate action
■653 ▼aScience classrooms
■690 ▼a0619
■690 ▼a0477
■690 ▼a0714
■690 ▼a0533
■71020▼aColumbia University▼bTC: Science Education.
■7730 ▼tDissertations Abstracts International▼g86-11B.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357211▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
