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Metaphors and meaning-making in young people’s talk about climate change

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

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Metaphors and meaning-making in young people’s talk about climate change. / Deignan, Alice; Semino, Elena.
Dynamism in Metaphor and Beyond. ed. / Herbert L. Colston; Teenie Matlock; Gerard J. Steen. John Benjamins, 2022. p. 191-204 (Metaphor in Language, Cognition Communication; Vol. 9).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Deignan, A & Semino, E 2022, Metaphors and meaning-making in young people’s talk about climate change. in HL Colston, T Matlock & GJ Steen (eds), Dynamism in Metaphor and Beyond. Metaphor in Language, Cognition Communication, vol. 9, John Benjamins, pp. 191-204. https://doi.org/10.1075/milcc.9.10dei

APA

Deignan, A., & Semino, E. (2022). Metaphors and meaning-making in young people’s talk about climate change. In H. L. Colston, T. Matlock, & G. J. Steen (Eds.), Dynamism in Metaphor and Beyond (pp. 191-204). (Metaphor in Language, Cognition Communication; Vol. 9). John Benjamins. https://doi.org/10.1075/milcc.9.10dei

Vancouver

Deignan A, Semino E. Metaphors and meaning-making in young people’s talk about climate change. In Colston HL, Matlock T, Steen GJ, editors, Dynamism in Metaphor and Beyond. John Benjamins. 2022. p. 191-204. (Metaphor in Language, Cognition Communication). doi: 10.1075/milcc.9.10dei

Author

Deignan, Alice ; Semino, Elena. / Metaphors and meaning-making in young people’s talk about climate change. Dynamism in Metaphor and Beyond. editor / Herbert L. Colston ; Teenie Matlock ; Gerard J. Steen. John Benjamins, 2022. pp. 191-204 (Metaphor in Language, Cognition Communication).

Bibtex

@inbook{2078e35fd4a5475293ea066b29a6fe47,
title = "Metaphors and meaning-making in young people{\textquoteright}s talk about climate change",
abstract = "Climate change is of especial relevance to young people, yet studies have found that there is no consistent approach to teaching about it in terms of either scientific facts or societal implications. In the UK, it is taught in different elements of the curriculum, but as knowledge to be tested, and rarely if ever as perhaps the most urgent issue facing our species. We explored young people{\textquoteright}s understandings of climate change through a metaphor analysis of 41 group interviews with school students in the north of England. Our analysis supports Gibbs{\textquoteright} view of metaphor as dynamic, embodied and hugely powerful in thought and language, and also highlights its potential for spreading misinformation.",
keywords = "climate change, science education, socio-scientific issues, metaphor",
author = "Alice Deignan and Elena Semino",
year = "2022",
month = sep,
day = "9",
doi = "10.1075/milcc.9.10dei",
language = "English",
isbn = "9789027211415",
series = "Metaphor in Language, Cognition Communication",
publisher = "John Benjamins",
pages = "191--204",
editor = "Colston, {Herbert L.} and Teenie Matlock and Steen, {Gerard J.}",
booktitle = "Dynamism in Metaphor and Beyond",

}

RIS

TY - CHAP

T1 - Metaphors and meaning-making in young people’s talk about climate change

AU - Deignan, Alice

AU - Semino, Elena

PY - 2022/9/9

Y1 - 2022/9/9

N2 - Climate change is of especial relevance to young people, yet studies have found that there is no consistent approach to teaching about it in terms of either scientific facts or societal implications. In the UK, it is taught in different elements of the curriculum, but as knowledge to be tested, and rarely if ever as perhaps the most urgent issue facing our species. We explored young people’s understandings of climate change through a metaphor analysis of 41 group interviews with school students in the north of England. Our analysis supports Gibbs’ view of metaphor as dynamic, embodied and hugely powerful in thought and language, and also highlights its potential for spreading misinformation.

AB - Climate change is of especial relevance to young people, yet studies have found that there is no consistent approach to teaching about it in terms of either scientific facts or societal implications. In the UK, it is taught in different elements of the curriculum, but as knowledge to be tested, and rarely if ever as perhaps the most urgent issue facing our species. We explored young people’s understandings of climate change through a metaphor analysis of 41 group interviews with school students in the north of England. Our analysis supports Gibbs’ view of metaphor as dynamic, embodied and hugely powerful in thought and language, and also highlights its potential for spreading misinformation.

KW - climate change

KW - science education

KW - socio-scientific issues

KW - metaphor

U2 - 10.1075/milcc.9.10dei

DO - 10.1075/milcc.9.10dei

M3 - Chapter

SN - 9789027211415

T3 - Metaphor in Language, Cognition Communication

SP - 191

EP - 204

BT - Dynamism in Metaphor and Beyond

A2 - Colston, Herbert L.

A2 - Matlock, Teenie

A2 - Steen, Gerard J.

PB - John Benjamins

ER -