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"No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education

Anna Pigott, Hanna Nuuttila, Merryn Thomas, Fern Smith, Marega Palser, Emily Holmes, Tavi Murray Orcid Logo, Kirsti Bohata Orcid Logo, Osian Elias

Frontiers in Sociology, Volume: 9

Swansea University Authors: Anna Pigott, Hanna Nuuttila, Tavi Murray Orcid Logo, Kirsti Bohata Orcid Logo, Osian Elias

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DOI (Published version): 10.3389/fsoc.2024.1456393

Abstract

Higher Education (HE) is, at best, struggling to rise to the challenges of the climate and ecological crises (CEC) and, at worst, actively contributing to them by perpetuating particular ways of knowing, relating, and acting. Calls for HE to radically transform its activities in response to the poly...

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Published in: Frontiers in Sociology
Published: Frontiers Media
URI: https://cronfa.swan.ac.uk/Record/cronfa68094
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Calls for HE to radically transform its activities in response to the polycrises abound, yet questions about how and by what means this will be achieved are often overlooked. This article proposes that a lack of capacity to express and share emotions about the CEC in universities is at the heart of their relative climate silence and inertia. We build a theoretical and experimental justification for the importance of climate emotions in HE, drawing on our collective experience of the Climate Lab project (2021-2023), a series of in-person and online workshops that brought together scientists, engineers, and artists. We analyse the roles of grief, vulnerability, and creativity in the conversations that occurred, and explore these exchanges as potential pathways out of socially organised climate denial in neoliberal institutions. By drawing on the emerging field of 'emotional methodologies', we make a case for the importance of emotionally reflexive practices for overcoming an institutionalised disconnect between feeling and knowing, especially in Western-disciplinary contexts. We suggest that if staff and students are afforded opportunities to connect with their emotions about the CEC, then institutional transformation is a) more likely to happen and be meaningfully sustained and b) less likely to fall into the same problematic patterns of knowledge and action that perpetuate these crises. This profound, sometimes uncomfortable, emotionally reflexive work is situated in the wider context of glimpsing decolonial futures for universities, which are integral to climate and ecological justice.</abstract><type>Journal Article</type><journal>Frontiers in Sociology</journal><volume>9</volume><journalNumber/><paginationStart/><paginationEnd/><publisher>Frontiers Media</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>climate and ecological crisis, emotional methodologies, Emotional Reflexivity, climate action, connection, higher education</keywords><publishedDay>0</publishedDay><publishedMonth>0</publishedMonth><publishedYear>0</publishedYear><publishedDate>0001-01-01</publishedDate><doi>10.3389/fsoc.2024.1456393</doi><url/><notes>Research Topic: Activating Academia for an Era of Colliding Crises</notes><college>COLLEGE NANME</college><CollegeCode>COLLEGE CODE</CollegeCode><institution>Swansea University</institution><apcterm>External research funder(s) paid the OA fee (includes OA grants disbursed by the Library)</apcterm><funders>UKRI, NE/X018288/1</funders><projectreference/><lastEdited>2024-10-29T11:44:22.0369972</lastEdited><Created>2024-10-29T11:19:07.0645292</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Biosciences, Geography and Physics - Geography</level></path><authors><author><firstname>Anna</firstname><surname>Pigott</surname><order>1</order></author><author><firstname>Hanna</firstname><surname>Nuuttila</surname><order>2</order></author><author><firstname>Merryn</firstname><surname>Thomas</surname><order>3</order></author><author><firstname>Fern</firstname><surname>Smith</surname><order>4</order></author><author><firstname>Marega</firstname><surname>Palser</surname><order>5</order></author><author><firstname>Emily</firstname><surname>Holmes</surname><order>6</order></author><author><firstname>Tavi</firstname><surname>Murray</surname><orcid>0000-0001-6714-6512</orcid><order>7</order></author><author><firstname>Kirsti</firstname><surname>Bohata</surname><orcid>0000-0001-8969-4309</orcid><order>8</order></author><author><firstname>Osian</firstname><surname>Elias</surname><order>9</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling v2 68094 2024-10-29 "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education d6ac377df192d14714d20cffcc7f06a0 Anna Pigott Anna Pigott true false 0302aad4bf64c26334e2a44a7e8e8f13 Hanna Nuuttila Hanna Nuuttila true false 8d6e71df690e725cd44191006dac31da 0000-0001-6714-6512 Tavi Murray Tavi Murray true false baa4b4e271ee7f5b59e7fff66366c402 0000-0001-8969-4309 Kirsti Bohata Kirsti Bohata true false 00dee48743f25410ac2ee9d78a771a02 Osian Elias Osian Elias true false 2024-10-29 Higher Education (HE) is, at best, struggling to rise to the challenges of the climate and ecological crises (CEC) and, at worst, actively contributing to them by perpetuating particular ways of knowing, relating, and acting. Calls for HE to radically transform its activities in response to the polycrises abound, yet questions about how and by what means this will be achieved are often overlooked. This article proposes that a lack of capacity to express and share emotions about the CEC in universities is at the heart of their relative climate silence and inertia. We build a theoretical and experimental justification for the importance of climate emotions in HE, drawing on our collective experience of the Climate Lab project (2021-2023), a series of in-person and online workshops that brought together scientists, engineers, and artists. We analyse the roles of grief, vulnerability, and creativity in the conversations that occurred, and explore these exchanges as potential pathways out of socially organised climate denial in neoliberal institutions. By drawing on the emerging field of 'emotional methodologies', we make a case for the importance of emotionally reflexive practices for overcoming an institutionalised disconnect between feeling and knowing, especially in Western-disciplinary contexts. We suggest that if staff and students are afforded opportunities to connect with their emotions about the CEC, then institutional transformation is a) more likely to happen and be meaningfully sustained and b) less likely to fall into the same problematic patterns of knowledge and action that perpetuate these crises. This profound, sometimes uncomfortable, emotionally reflexive work is situated in the wider context of glimpsing decolonial futures for universities, which are integral to climate and ecological justice. Journal Article Frontiers in Sociology 9 Frontiers Media climate and ecological crisis, emotional methodologies, Emotional Reflexivity, climate action, connection, higher education 0 0 0 0001-01-01 10.3389/fsoc.2024.1456393 Research Topic: Activating Academia for an Era of Colliding Crises COLLEGE NANME COLLEGE CODE Swansea University External research funder(s) paid the OA fee (includes OA grants disbursed by the Library) UKRI, NE/X018288/1 2024-10-29T11:44:22.0369972 2024-10-29T11:19:07.0645292 Faculty of Science and Engineering School of Biosciences, Geography and Physics - Geography Anna Pigott 1 Hanna Nuuttila 2 Merryn Thomas 3 Fern Smith 4 Marega Palser 5 Emily Holmes 6 Tavi Murray 0000-0001-6714-6512 7 Kirsti Bohata 0000-0001-8969-4309 8 Osian Elias 9
title "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
spellingShingle "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
Anna Pigott
Hanna Nuuttila
Tavi Murray
Kirsti Bohata
Osian Elias
title_short "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
title_full "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
title_fullStr "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
title_full_unstemmed "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
title_sort "No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education
author_id_str_mv d6ac377df192d14714d20cffcc7f06a0
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author_id_fullname_str_mv d6ac377df192d14714d20cffcc7f06a0_***_Anna Pigott
0302aad4bf64c26334e2a44a7e8e8f13_***_Hanna Nuuttila
8d6e71df690e725cd44191006dac31da_***_Tavi Murray
baa4b4e271ee7f5b59e7fff66366c402_***_Kirsti Bohata
00dee48743f25410ac2ee9d78a771a02_***_Osian Elias
author Anna Pigott
Hanna Nuuttila
Tavi Murray
Kirsti Bohata
Osian Elias
author2 Anna Pigott
Hanna Nuuttila
Merryn Thomas
Fern Smith
Marega Palser
Emily Holmes
Tavi Murray
Kirsti Bohata
Osian Elias
format Journal article
container_title Frontiers in Sociology
container_volume 9
institution Swansea University
doi_str_mv 10.3389/fsoc.2024.1456393
publisher Frontiers Media
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Biosciences, Geography and Physics - Geography{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Biosciences, Geography and Physics - Geography
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description Higher Education (HE) is, at best, struggling to rise to the challenges of the climate and ecological crises (CEC) and, at worst, actively contributing to them by perpetuating particular ways of knowing, relating, and acting. Calls for HE to radically transform its activities in response to the polycrises abound, yet questions about how and by what means this will be achieved are often overlooked. This article proposes that a lack of capacity to express and share emotions about the CEC in universities is at the heart of their relative climate silence and inertia. We build a theoretical and experimental justification for the importance of climate emotions in HE, drawing on our collective experience of the Climate Lab project (2021-2023), a series of in-person and online workshops that brought together scientists, engineers, and artists. We analyse the roles of grief, vulnerability, and creativity in the conversations that occurred, and explore these exchanges as potential pathways out of socially organised climate denial in neoliberal institutions. By drawing on the emerging field of 'emotional methodologies', we make a case for the importance of emotionally reflexive practices for overcoming an institutionalised disconnect between feeling and knowing, especially in Western-disciplinary contexts. We suggest that if staff and students are afforded opportunities to connect with their emotions about the CEC, then institutional transformation is a) more likely to happen and be meaningfully sustained and b) less likely to fall into the same problematic patterns of knowledge and action that perpetuate these crises. This profound, sometimes uncomfortable, emotionally reflexive work is situated in the wider context of glimpsing decolonial futures for universities, which are integral to climate and ecological justice.
published_date 0001-01-01T11:44:20Z
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