Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Research

Journal articles
  • Finnegan, W. (2023). Beyond whole-school approaches to sustainability: social practices and practice architectures at secondary schools in England. Energy Research and Social Science, 102. https://doi.org/10.1016/j.erss.2023.103186
    https://ora.ox.ac.uk/objects/uuid:35024004-ca89-4b40-9352-40f6cb10a2c3

  • Ettinger, J., McGivern, A., Spiegel, M., King, B., Shawoo, Z., Chapin, A., & Finnegan, W. (2023). Breaking the climate spiral of silence: lessons from a COP26 climate conversations campaign. CLIMATIC CHANGE, 176(3). https://doi.org/10.1007/s10584-023-03493-5
    DOI: https://doi.org/10.1007/s10584-023-03493-5

  • Finnegan, W. (2022). ’It’s beautiful, living without fear that the world will end soon’ - digital storytelling, climate futures, and young people in the UK and Ireland. Children’s Geographies, 21(5), 898-913. https://doi.org/10.1080/14733285.2022.2153329
    https://ora.ox.ac.uk/objects/uuid:7e39fdaf-c3d0-4453-8f80-d95d4166d45c

  • Finnegan, W. (2022). Educating for hope and action competence: a study of secondary school students and teachers in England. Environmental Education Research . https://doi.org/10.1080/13504622.2022.2120963
    https://ora.ox.ac.uk/objects/uuid:5add4c29-3fb1-4b5a-b944-ac785e89e571