Making climate change public? A dramaturgically inspired case-study of learning through transition management Online publication date: Thu, 29-Jun-2017
by Katrien Van Poeck; Joke Vandenabeele; Gert Goeminne
International Journal of Global Warming (IJGW), Vol. 12, No. 3/4, 2017
Abstract: This article reports on a case study of a 'transition arena' established by an urban government in order to realise a climate neutral city through transition management. We study this case as a non-formal learning setting in which educational and political processes are intertwined. We draw on Noortje Marres' conceptual distinction between 'privatisating' and 'public-ising' forms of issue formation and use a dramaturgical analytical framework that allows us to grasp how the design of a setting shapes and transforms not only the issue at stake but also the public involved in it. The development of a climate literate public, we argue, cannot be limited to learning predefined answers but should rather enable people to think critically in relation to taken-for-granted norms by opening-up democratic spaces where people can discuss and discover options through the exploration, evaluation, and critique of emerging ideas and the creative contribution to their development.
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