What does this research mean for the field?

Collaborative arts-based approaches, such as theatre, effectively support students' climate emotions and foster agency in climate justice practices, whereas traditional science-only instruction often produces feelings of guilt and shame. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

Evaluate how integrating page-to-stage theatre into climate change education addresses students' climate-related emotions and expands instruction beyond traditional science curricula.

September 2, 2026Journal of Curriculum and Pedagogy

“I see you. I hope you see me”: Spotlighting student voice on climate change education through a page-to-stage arts-based educational research initiative

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Authors

CRColleen RedmondUniversity of Minnesota System BLBetsy Maloney LeafUniversity of Minnesota

Discussion

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Implication

Qualitative narrative inquiry study demonstrates improved emotional support and agency through theatre in arts high school students, highlighting alternatives to traditional science-only climate...

Key Points

Evaluate how integrating page-to-stage theatre into climate change education addresses students' climate-related emotions and expands instruction beyond traditional science curricula.
Conducted an 8-week arts-based educational research and narrative inquiry project within a children’s theatre course at a Midwestern U.S. arts high school.
Engaged students in adapting three climate-focused picturebooks into an original stage production and evaluated experiences using semi-structured interviews.
Prior science-only climate instruction predominantly triggered feelings of guilt, shame, and overwhelming personal responsibility without cultivating hope or agency.
Collaborative theatre production supported students' climate emotions, nurtured collective agency, and fostered active participation in climate justice practices.

Cite This Study

Redmond et al. (2026) studied this question.

synapsesocial.com/papers/6a97e318c562ede874ec7a39 https://doi.org/10.1080/15505170.2026.2718910

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September 2, 2026Journal of Curriculum and Pedagogy

“I see you. I hope you see me”: Spotlighting student voice on climate change education through a page-to-stage arts-based educational research initiative

View Full Paper

Ask AI

Bookmark

Authors

CRColleen RedmondUniversity of Minnesota System BLBetsy Maloney LeafUniversity of Minnesota

Discussion

Member takes

Implication

Qualitative narrative inquiry study demonstrates improved emotional support and agency through theatre in arts high school students, highlighting alternatives to traditional science-only climate...

Key Points

Evaluate how integrating page-to-stage theatre into climate change education addresses students' climate-related emotions and expands instruction beyond traditional science curricula.
Conducted an 8-week arts-based educational research and narrative inquiry project within a children’s theatre course at a Midwestern U.S. arts high school.
Engaged students in adapting three climate-focused picturebooks into an original stage production and evaluated experiences using semi-structured interviews.
Prior science-only climate instruction predominantly triggered feelings of guilt, shame, and overwhelming personal responsibility without cultivating hope or agency.
Collaborative theatre production supported students' climate emotions, nurtured collective agency, and fostered active participation in climate justice practices.

Cite This Study

Redmond et al. (2026) studied this question.

synapsesocial.com/papers/6a97e318c562ede874ec7a39 https://doi.org/10.1080/15505170.2026.2718910

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