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Visualizing Climate Change Through Photography: Outdoor Educators Examine Climate Change Within Their Personal Contexts

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Visualizing Climate Change Through Photography: Outdoor Educators Examine Climate Change Within Their Personal Contexts University of Alberta Visualizing Climate Change Through Photography: Outdoor Educators Examine Climate Change Within Their Personal Contexts by Tai Munro A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Secondary Education ©Tai Munro Fall 2012 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. VISUALIZING CLIMATE CHANGE THROUGH PHOTOGRAPHY Abstract Climate change is one of the most serious threats to Earth and its inhabitants (Intergovernmental Panel on Climate Change, 2007). There are attempts to engage individuals and groups in taking action to reduce climate change in both communication and education. Images are an increasingly significant part of these attempts. Research regarding the use of images indicates that they are capable of affecting a viewer’s thoughts about climate change (Leiserowitz, 2006). However, they have met with limited success in terms of encouraging relevant responses to climate change. Hence, there are calls to increase the association between climate change and the personal contexts of viewers. The study draws on a theoretical framework based on the research in education and visual communication of climate change; and a conceptual framework of ecological thinking. The current study utilized autodriven photo-elicitation to explore how outdoor educators visualized their thinking about climate change. Further, it examined how these photographic images relate to those that are found within the variety of communications about climate change. Autodriven photo-elicitation modifies traditional interview formats by using photographs to help guide the discussion (Harper, 2002; Schwartz, 1989). Further, the approach engages participants in generating the topics to photograph and taking the photographs. Analysis was carried out using a framework based on Peirce’s understanding of semiotics. The results indicated that the outdoor educators were skeptical regarding their ability to determine that a particular event or scene was related to climate change. At the same time, they showed conviction in relating societal aspects, primarily consumption and reduced connection with nature, to climate change. The VISUALIZING CLIMATE CHANGE THROUGH PHOTOGRAPHY participants even expressed concern regarding their own levels of consumption with regards to participating in outdoor activities themselves. The participants’ photographs exhibited differences when compared to the main approaches to climate change photography that have been used within education and communication about climate change indicating the importance of directing photographs towards the personal contexts of specific groups of people. The project also demonstrated the pedagogical potential of autodriven photo- elicitation for engaging individuals and groups with thinking about climate change. Future research and pedagogical opportunities are also discussed. VISUALIZING CLIMATE CHANGE THROUGH PHOTOGRAPHY Acknowledgements This dissertation would not have been possible without the guidance, support, and encouragement of many people. With deep appreciation, I wish to acknowledge the following people: Dr. Susan Barker for supervising my work. Susan provided immense support and encouragement both academically and professionally, while giving me the space to explore new lines of thinking. Dr. Jason Wallin and Dr. PearlAnn Reichwein for serving as my other committee members. Jason encouraged and challenged me to discover new areas and new vocabulary. Many of the books on my upcoming reading lists are a result of Jason. PearlAnn has continually pushed me to recognize the wider implications of my work. Dr. Lynette Shultz, Dr. Norma Nocente, Dr. Marie-Clare Shanahan, and Dr. Bonnie Shapiro for taking the time to read my study, provide feedback and continue to challenge my thinking. The office staff in secondary education who were always available to answer questions, help with events and applications, and to chat. My friends and family, including Willow, who have provided me with endless encouragement and support. From reading papers riddled with strange academic terms, to cooking supper, to listening and contributing to my 11 o’clock brain waves, to distracting me when I most needed it. I would not have achieved this without you. VISUALIZING CLIMATE CHANGE THROUGH PHOTOGRAPHY Table of Contents Abstract ................................................................................................................... ii Acknowledgements ................................................................................................ iv Table of Contents .................................................................................................... v List of Tables .......................................................................................................... x List of Figures and Photographs ............................................................................ xi 1. Introduction ......................................................................................................... 1 Understanding Climate Change .......................................................................... 1 Research Background ......................................................................................... 2 Research Focus ................................................................................................... 3 Research Questions. ........................................................................................ 4 The Chapters to Come ........................................................................................ 4 2. Literature Review................................................................................................ 6 Semiotics – A Brief Overview ............................................................................ 6 Semiotics of the visual. ................................................................................... 8 Climate Change is more than a Scientific Issue................................................ 10 Science Education about Climate Change. ................................................... 11 The ‘gap’ between knowledge and environmental behaviour. ..................... 13 Climate Change in the Media ........................................................................... 16 Photographing Climate Change ........................................................................ 17 Creating an Image of Time. .......................................................................... 17 A Place for Climate Change. ........................................................................ 18 Putting a ‘face’ on Climate Change. ............................................................. 20 Adapting to Change. ..................................................................................... 21 Fear. .............................................................................................................. 22 Inspiration. .................................................................................................... 22 Photography as a Pedagogical Resource ........................................................... 25 The Opportunity of Outdoor Education ............................................................ 27 Climate change and outdoor activities. ......................................................... 28 Conceptual Framework – Ecological Thinking ................................................ 30 Basic Assumptions. ....................................................................................... 31 VISUALIZING CLIMATE CHANGE THROUGH PHOTOGRAPHY 3. Methodology ..................................................................................................... 34 Defining the Case .............................................................................................. 34 Sampling Method .............................................................................................. 35 Context of the case. ....................................................................................... 35 Individual participants. ................................................................................. 36 Research Design Overview ............................................................................... 37 Photography. ................................................................................................. 37 Photo-elicitation. ........................................................................................... 38 Relevance of autodriven photo-elicitation for this study. ............................. 40 Method .............................................................................................................. 41 Logistics. ......................................................................................................
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