PHD, SFHEA, APA
I have a specialist interest in how young people are experiencing the climate crisis. Prior to academia, I worked in community development, in areas where there were multiple intersecting needs.
My research has focused on a range of environmental issues such as flooding, climate education, resilience, and adaptation. My passion is to enable those who do not normally have a voice and particularly younger people in policy and decision-making to be heard and I have a particular interest in qualitative research methodologies.
Recent research projects include: https://www.vip-clear.org/ and https://ccc-catapult.org/ Challenging the Climate Crisis
As an environmental psychologist and inter-disciplinary researcher, I am interested in projects with interesting methodologies and applications in all areas of environmental sustainability. I’m eager to collaborate on projects that encompass my primary areas of focus.
Exploring environmental value action gap and education research: A semi-systematic literature review. Environmental Education Research, https://doi.org/10.1080/13504622.2024.2314060.
Voices in a Pandemic: Using deep mapping to explore children’s changing sense of place during the COVID-19 pandemic in UK. Children’s Geographies, https://doi.org/10.1080/14733285.2024.2315153.
Learning from young people’s experiences of climate change education. Geography, 109(1), 44-48. https://doi.org/10.1080/00167487.2024.2297616.
The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children’s future hopes, ambitions and support in relation to COVID-19. Children & Society, 37(5), 1356-1375. https://doi.org/10.1111/chso.12767.
As the climate changes: Intergenerational action-based learning in relation to flood education. The Journal of Environmental Education, 48(3), 154–171. https://doi.org/10.1080/00958964.2016.1256261
‘Learning for resilience’ as the climate changes: discussing flooding, adaptation and agency with children. Environmental Education Research, 27(11), 1638–1659. https://doi.org/10.1080/13504622.2021.1927992
Williams, S. (2023, July). Developing a youth climate cafe guide. Presented at Cabot Learning Federation, Primary conference 2023, Bristol
DRY ‘The Diary of a Water Superhero’ www.dryutility.info/learning
Portus, R., & Williams, S. (2022, November). Connecting environment and community: Building students’ capacities as future environmental professionals. Presented at Transformative Teaching: Focus on Pedagogy 2022, Online
Jones, V., McEwen, L., Gorell Barnes, L., Webber, A., William, S., Hobbs, L., Deave, T. (2022, July). The power of picture books: A pandemic tool to recovery. Presented at UK Literary Association International Conference 2022, Birmingham
Williams, S., & Portus, R. (2022, March). Exploring co-production with young people in challenging the climate crisis. Paper presented at World Environmental Education Congress (WEEC), Prague (Online)
Jones, V., McEwen, L., Webber, A., Gorell Barnes, L., Gopinath, D., Hobbs, L., Fogg Rogers, L. (2022, January). Using mapping to explore experiences of the pandemic with 3-11 year olds. Presented at Geography Teacher Educators Conference, Online
Buzzing about Bees
https://accessnetwork.uk/buzzing-about-bees-exploring-active-storytelling-for-transforming-childrens-environmental-agency/.
Reading for Climate:
https://www.thisiswhyweread.com/about/
Nature Connections and Parental Perspectives:
https://alternativenaturetoolkit.wordpress.com/
@sarainchiseldon