Disruptive Communication as a Means to Engage Children in Solving Environmental Challenges: A Case Study on Plastic Pollution.

Environmental degradation and how we care for our planet are some of the greatest challenges the world is up against at this moment. These challenges has received increased focus in both, research and the public sphere. So far, most of this attention revolved around adult's attitudes and behavior. However, environmental engagement amongst the younger generation gains in popularity. Using plastic pollution as a case, this qualitative study aims to acquire insights into the mental models of children. We collected qualitative data during an innovative, structured workshop according to the "Nature In Your Face" (NIYF) framework. The approach challenges the assumption that the societal change can be achieved gradually, with non-invasive techniques. Instead, we explore the potential of disruption to push citizens out of their comfort zone, thereby making room for co-creation. The disruption was performed by confronting 36 fifth graders from a Norwegian primary school, with disturbing images of plastic contaminating their local shorelines. The data was obtained by using the workshop framework, combined with semi-structured group interviews. The interview data was analyzed by means of thematic analysis. We found that the disruptions triggered emotional reactions like anger and fear. With these emotions as a driving force, the first workshop step was introduced, the Framing of the problem. The next step, Twisting the problem, was reflected in the children developing their own, creative solutions and creatively engaged with them in groups. The last step, Using, was only touched upon in the workshop and is therefore beyond the scope of this paper. Our results indicate that there are three prominent themes reflecting how children discuss plastic pollution. The children talked about their (1) Emotions related to plastic pollution, (2) Attitudes related to plastic, and (3) Perceptions of plastic pollution. These themes were further subdivided into different types of emotions, characteristics of plastic as a material as well as perceptions on different locations of unnecessary plastic. Psychologically, the mechanisms underlying the identified themes were linked to eco-anxiety, denial, self-efficacy, and cognitive dissonance. We conclude that disruptive eco-visualization can create an emotional response amongst children, which can be transformed into co-creation of ideas.

Nature in Your Face - Disruptive Climate Change Communication and Eco-Visualization as Part of a Garden-Based Learning Approach Involving Primary School Children and Teachers in Co-creating the Future.

The paper describes an innovative structured workshop methodology in garden-based-learning (GBL) called "Nature in Your Face" (NiYF) aimed at provoking a change in citizens behavior and engagement as a consequence of the emotional activation in response to disruptive artistic messages. The methodology challenges the assumption that the change needed to meet the carbon targets can be reached with incremental, non-invasive behavior engineering techniques such as nudging or gamification. Instead, it explores the potential of disruptive communication to push citizens out of their comfort zones and into creative modes of re-creating futures. This is done by confronting us with consequences of consumption by means of art and eco-visualizations. The aim being to achieve awareness, mental flexibility, and spurring debate. Thus, we invite them to react - and act upon these reactions by communicating their feelings or thoughts. This is used as an entrance point for broader and/or deeper engagement in a structured three-step methodology; (1) Framing: A disruptive element is introduced into the local environment. This triggers an emotional reaction, which then is taken up in a process of framing the problem and working with solutions. (2) Twisting: in a guided process, the initial energy from the emotional confrontation is twisted into a creative exploration of innovative solutions, from the perspective of the children. (3) Using: The last stage is using the developed solutions in the local social system (or refining them further). The methodology is being applied in cooperation with a primary school, and is iteratively adjusted and evaluated in a formative, action-research based approach scenario. NiYF is to stimulate societal engagement through deliberately confronting stakeholders with unexpected and potentially upsetting appearances of nature, climate effects, or carbon-neutral lifestyle scenarios. We have verified the practical usefulness and potential of the methodology and found that NiYF triggers societal engagement and transition, negotiating responsibilities and unlocking action potentials. We also found that eco-anxiety, denial, self-efficacy and cognitive dissonance form children's understanding of plastic. The project marks a paradigm shift from creating knowledge to using knowledge to create action, and a focus on learning from evaluating and adapting the approach in the field.