We are delighted to announce that Collette Heskett, an incoming PhD student in Curriculum and Instruction, has received the in support of her doctoral research on inclusive climate literacy education.
Under the supervision of Dr. Inna Stepaniuk, Collette鈥檚 PhD research will examine how an intentionally designed, inclusive climate literacy course can support culturally and linguistically diverse (CLD) high school students with reading difficulties. The study focuses on how students interpret, analyze, and communicate meaning from complex climate-related texts when affective supports are combined with structured critical reading strategies.
Guided by an equity-oriented approach, her study will explore the following research question: How can an affective, equity-oriented approach combined with Collaborative Strategic Reading (CSR) and Reciprocal Teaching (RT) support CLD high school students with reading difficulties in strengthening their self-efficacy, critical reading development, and sense of belonging in climate literacy and resilience contexts?
Using a mixed-methods design, the project will implement an equity-driven discussion model that promotes heterogeneous thinking within climate science contexts. Instruction will integrate CSR and RT to scaffold comprehension and collaborative meaning-making around complex texts. Analysis will focus on student discourse, interaction patterns, and learning artifacts to examine shifts in critical reading skills, self-efficacy, and sense of belonging. Particular attention will be given to how classroom activity structures may expand or constrain equitable participation in climate literacy learning.
Collette and Dr. Stepaniuk are excited to launching this meaningful study and look forward to connecting with high schools in the Lower Mainland interested in participating in the project.
Schools interested in learning more or participating are encouraged to contact Dr. Inna Stepaniuk at istepani@sfu.ca