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1
Bartlett, M’Lis, Jordan Larson, and Seneca Lee. "Environmental Justice Pedagogies and Self-Efficacy for Climate Action." Sustainability 14, no. 22 (November 14, 2022): 15086. http://dx.doi.org/10.3390/su142215086.
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As institutions of knowledge and innovation, colleges and universities have a responsibility to prepare students to lead in a world impacted by climate change. While sustainability and climate change have been increasingly addressed on campuses, several aspects of typical climate change education, such as the use of fear appeals, and crisis narratives, have served to disempower and disengage students from the issue. Evidence suggests that incorporating justice-oriented concepts and pedagogies may help students build the skills and confidence to engage in complex social concerns. This qualitative study sought to understand the ways in which an undergraduate environmental justice course at the University of Michigan might contribute to students’ sense of self-efficacy for climate change action. Findings indicated that teaching from a justice perspective supported students’ understanding of root causes, the need for collective action, and their empathy for others. Self-efficacy for climate action was most apparent when students were (1) confident in a particular skill set and (2) when the scale of the problem matched their ability to address it. This supported prior evidence that environmental justice can serve as a critical pedagogical approach for encouraging engagement and empowerment in climate action.
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Tang, Kuok Ho Daniel. "Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect." Acta Pedagogia Asiana 2, no. 1 (August 23, 2022): 1–13. http://dx.doi.org/10.53623/apga.v2i1.104.
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The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.
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Liu, John Chung-En, and Andrew Szasz. "Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses." Teaching Sociology 47, no. 4 (August 2, 2019): 273–83. http://dx.doi.org/10.1177/0092055x19862012.
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Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we suggest instructors free climate change from its current position as “a subfield of a subfield” and interweave the issue with all content areas in the curriculum. Our conversation concludes by considering how climate change can be featured in the curriculum of introductory courses as well as in the pedagogies presented at the introductory level.
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Humphreys, David. "Pedagogies of Change: Rethinking the Role of the University During the Climate Emergency." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 15, no. 1 (2019): 53–70. http://dx.doi.org/10.18848/1832-2077/cgp/v15i01/53-70.
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AlQallaf, Noor, Dalia W. Elnagar, Sherif G. Aly, Khalil I. Elkhodary, and Rami Ghannam. "Empathy, Education, and Awareness: A VR Hackathon’s Approach to Tackling Climate Change." Sustainability 16, no. 6 (March 15, 2024): 2461. http://dx.doi.org/10.3390/su16062461.
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Climate change education is crucial for fostering informed and engaged future generations. However, traditional pedagogies often fail to engage learners fully and provide real-world, experiential learning. This paper presents a novel approach to climate change education through a three-day virtual reality (VR) hackathon. The hackathon focused on four United Nations (UN) Sustainable Development Goals (SDGs)—Quality Education, Affordable and Clean Energy, Sustainable Cities and Communities, and Climate Action. Using VR technology and game design software, engineering students worked in teams. They competed against each other in designing immersive environments that demonstrated their understanding of these SDGs and climate change. Our goal was to encourage the development of empathy, education, and awareness around these critical global issues. The hackathon also integrated authentic assessments, mirroring real-world engineering tasks and providing a more practical and relevant learning experience. Our findings suggest that this VR hackathon has significantly enhanced students’ understanding of the SDGs and climate change issues, their competency with VR technologies, as well as their teamwork and problem-solving skills. This paper discusses the hackathon’s design, implementation, and outcomes, highlighting the potential of such innovative approaches in tackling climate change education and awareness.
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Bowman, Benjamin, and Chloé Germaine. "Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes." Australian Journal of Environmental Education 38, no. 1 (February 18, 2022): 70–84. http://dx.doi.org/10.1017/aee.2022.3.
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AbstractIn this article, we consider the climate strikes in the context of intergenerational narratives that de/limit young people’s political subjectivities and imaginaries concerning climate change. Considering the strikes alongside other youth-led responses to the crisis, we reconsider the question of young people’s climate change ‘literacy’ and posit that young people’s literacies are characteristically transformative. Despite their broadly transformative nature, however, the climate change literacies of young people remain bound up in a complex, adult-centred discursive framework that limits young people in various ways, including positioning them as objects of care or otherwise objectivising their activism. We advocate interdisciplinary thinking in support of creative and transformative pedagogies arising from and informed by the climate strikes, arguing that young people’s political subjectivities are indivisible from their cultural imaginaries. We advocate a step change in the way educators respond to the educational dimensions of climate strikes, as well as the educational opportunities this movement provides. Vitally, we include young people themselves in the category of educators and consider the ways the climate strikes represent an educational opportunity in which young people share, support and collaborate as educators and learners.
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Suryati, Suryati, Dwi Pangga, Habibi Habibi, and Irham Azmi. "Digital Pedagogical Model Based on Climate Change Issues Integrated with Virtual Reality Technology to Enhance Students' Critical Thinking and Climate Change Awareness." International Journal of Ethnoscience and Technology in Education 2, no. 1 (January 1, 2025): 1. https://doi.org/10.33394/ijete.v2i1.14054.
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Climate change education is crucial for equipping students to tackle pressing global challenges, yet traditional methods often fail to foster critical thinking (CT) and awareness. This study aimed to develop a digital pedagogical model based on climate change issues integrated with Virtual Reality (VR) technology to enhance students' CT and climate change awareness. The research employed a Research and Development (R&D) approach, involving validation, practicality testing, and effectiveness evaluation. Validity data were obtained through expert validation (involving five validators), while practicality and effectiveness data were gathered through implementation processes involving two observers (evaluating model practicality) and 38 high school students (effectiveness test subjects). Implementation utilized a pretest-posttest design and was analyzed descriptively and quantitatively. The findings indicate that the model is valid, with an average validation score of 4.15, and practical, with an implementation score of 4.80 categorized as "very good." The effectiveness test showed significant improvements in students' CT skills, with the average score increasing from the "less critical" to the "moderately critical" category, and in climate change awareness, which rose from the "moderate" to the "high" category. These results highlight the effectiveness of integrating PBL with VR technology in enhancing students’ CT skills and awareness. This study contributes to advancing technology-based education and emphasizes the importance of adopting immersive, problem-based pedagogies in tackling global issues like climate change.
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Kiers, A. Haven, David de la Peña, and N. Claire Napawan. "Future Directions—Engaged Scholarship and the Climate Crisis." Land 9, no. 9 (August 29, 2020): 304. http://dx.doi.org/10.3390/land9090304.
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Climate change has the potential to disrupt ecosystem services and further exacerbate the effects of human activities on natural resources. This has significant implications for educational institutions and the populations they serve. As the current crop of landscape architecture students struggles to define its role within the climate crisis and its related social and political underpinnings, a core mission of colleges and universities moving forward should be to provide students with applied knowledge about how climate change affects the landscape. This goes beyond coursework in climate science or policy; for landscape architecture students to be leaders in the response to climate change, they need applied, practical skills. An ever-growing body of the literature focuses on landscape design strategies for climate change adaptation; however, few frameworks integrate these strategies with the hands-on experience students will need to face real-world challenges after graduation. Educational institutions have the potential to utilize their campuses as demonstration sites for applied ecosystem research programs and actively engage students with the design, implementation, politics, and ongoing stewardship of these landscapes. This paper uses a case study methodology to understand how experiential and public-engaged learning pedagogies contribute to student preparedness to address climate change. It examines three cases of engaged learning at the University of California, Davis campus and attributes their impact to intentional connections with research, to the delegation of responsibility; to the openness of spaces for experimentation, and to self-reflection that connects climate with everyday behavior. By promoting experiential learning programs that require students to actively use their heads and their hands to construct and sustainably manage their own campus landscapes, service-learning studios and internships can provide opportunities for students to address the real scenarios of climate crisis and resilience.
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Szczepankiewicz, Elżbieta Izabela, Jan Fazlagić, and Windham Loopesko. "A Conceptual Model for Developing Climate Education in Sustainability Management Education System." Sustainability 13, no. 3 (January 25, 2021): 1241. http://dx.doi.org/10.3390/su13031241.
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Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision-makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation stage.
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Trott, Carlie D., and Andrea E. Weinberg. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action." Sustainability 12, no. 16 (August 9, 2020): 6400. http://dx.doi.org/10.3390/su12166400.
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Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children (M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.
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Sweet, Joseph D., and David Lee Carlson. "A Story of Becoming: Trans* Equity as Ethnodrama." Qualitative Inquiry 24, no. 3 (April 26, 2017): 183–93. http://dx.doi.org/10.1177/1077800417704467.
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Amid today’s political climate, it becomes increasingly critical to encourage and maintain trans*1 equity practices of affirmation and recognition. While providing opportunities for hope and empathy, this article situates ethnodrama within gender theory to stage the lived experience of one female-to-male (FTM) trans* high school student. Distilled from a corpus of ethnographic interviews, this performance captures the student’s school experiences, and exchanges with his parents. Given theater possesses the potential to create empathy and affect social change, this ethnodrama attempts a novel embodiment of the layered complexities of trans* inclusion to foster pedagogies of recognition and gender equity. In this way, this performative text contributes to the burgeoning and important field of gender studies in education.
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Whiting, Kai, Leonidas Konstantakos, Greg Misiaszek, Edward Simpson, and Luis Carmona. "Education for the Sustainable Global Citizen: What Can We Learn from Stoic Philosophy and Freirean Environmental Pedagogies?" Education Sciences 8, no. 4 (November 19, 2018): 204. http://dx.doi.org/10.3390/educsci8040204.
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In support of sustainable development, the United Nations (UN) launched its Global Education First Initiative (GEFI) with the aims of accelerating progress towards universal access to education, good quality learning and the fostering of global citizenship. This paper explores how and to what extent Stoic virtue ethics and critical Freirean ecopedagogies can advance the UN’s vision for progressive educational systems with transformative societal effects. We propose an integrated solution that provides ecopedagogical concepts a more robust philosophical foundation whilst also offering Stoicism additional tools to tackle 21st-century problems, such as climate change and environmental degradation. The result of the paper is the preliminary theoretical underpinnings of an educational framework that encompasses planetary-level concerns and offers a fuller expression of the terms “sustainable development” and “global citizen”.
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Wu, Haorui, and Meredith Greig. "Adaptability, Interdisciplinarity, Engageability: Critical Reflections on Green Social Work Teaching and Training." Healthcare 10, no. 7 (July 4, 2022): 1245. http://dx.doi.org/10.3390/healthcare10071245.
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The upward tendencies of global climate change, disasters, and other diverse crises have been urgently calling for green social work (GSW) interventions which engage a holistic approach to explore diverse societal dimensions’ compounded influences on inhabitants’ individual and collective health and well-being in disaster settings. Though globally gaining more attention, GSW has been slow to develop in the Canadian social work curriculum and professional training. This deficit jeopardizes integrating environmental and climate justice and sustainability in social work research and practice in Canada. In response to this pedagogical inadequacy, this article employs a critical reflection approach to examine two authors’ two-academic-year teaching–learning and supervision-training experiences of GSW-specific in-class and field education in a Master of Social Work program. The content analysis illustrates three essential components for GSW-specific teaching and training, namely adaptability, interdisciplinarity, and engageability. These components enhance the prospective social workers’ micro-, mezzo-, and macro-level practices to better support individuals, families, and communities affected by extreme events and promote their health and well-being in disaster and non-disaster scenarios. These GSW-specific pedagogies shed light on the fact that integrading climate change, disasters, and diverse crises in pedagogical innovations should be encouraged beyond the social work profession. A multidisciplinary multi-stakeholder engagement approach would comprehensively investigate and evaluate the essential components and evidence-based strategies that better serve inhabitants and promote resilience and sustainability.
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Palencia Puche, Cristian Manuel, Nubia Hernández-Flórez, and Yurley Karime Hernández Peña. "Pedagogías transformadoras desde la innovación en momentos de crisis planetaria. Una revisión sistemática de la literatura." Salud, Ciencia y Tecnología 4 (June 20, 2024): 1146. http://dx.doi.org/10.56294/saludcyt20241146.
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The article examines the scientific advances about transformative pedagogies that are addressed from the global challenges that are currently presented in humanity marked by a profound ecological, social and political crisis, before which arises the need to rethink education systems, due to the constant dynamics of environmental devastation, inequality and conflict that characterize our era require urgent and transformative responses from education. Taking into account the ecological crisis and the social and economic implications that arise, the promotion of social change and sustainability has been identified as a priority. At the methodological level, a systematic review of the literature was carried out, identifying three main variables: transformative education and sustainable development; curriculum and environment towards sustainable education; and transformative education and climate change. In this sense, the results identified the main lines of action and interdisciplinarity that foster the development of critical thinking and guide the participation of the communities from the pedagogical aspects inside and outside the classroom. By way of conclusion, an emphasis is made on the epistemological variety that addresses the specific psychosocial problems that require a solution to generate changes focused on the construction that allow from the cultural guidelines to articulate the learning outcomes in an effective implementation of educational systems.
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Burroughs, Greer C., and Marissa Bellino. "Nurturing a global ecojustice consciousness among preservice teachers through critical place-based learning." Journal of Global Education and Research 8, no. 1 (March 2024): 34–48. http://dx.doi.org/10.5038/2577-509x.8.1.1163.
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Global environmental challenges brought on by over-consumption, limited resources, and climate change will task teacher education programs to prepare teacher candidates with new paradigms in problem-solving, collaboration, and innovation. Skills such as collaborating across cultures and borders, thinking critically and creatively, reflecting on deeply embedded assumptions, and negotiating uncertainty will all be needed to surmount these challenges. EcoJustice education addresses these needs. When combined with critical place-based pedagogies, skills, and attitudes associated with global citizenship may also develop. Four preservice teachers participated in a research trip to Lesvos, Greece, to learn about and aid in the refugee crisis there. Participants documented their experiences via critical reflections and dialogues and analyzed these data. Findings suggest that through engagement in a critical place-based learning experience, preservice teachers challenged conceptions of their role as Americans and shifted towards a more global, EcoJustice consciousness.
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Snaddon, Bruce, Andrew Morrison, Peter Hemmersam, Andrea Grant Broom, and Ola Erstad. "Investigating design-based learning ecologies." Artifact 6, no. 1 (December 1, 2019): 2.1–2.30. http://dx.doi.org/10.1386/art_00002_1.
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In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.
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Snaddon, Bruce, Andrew Morrison, Peter Hemmersam, Andrea Grant Broom, and Ola Erstad. "Investigating design-based learning ecologies." Artifact 6, no. 1 (December 1, 2019): 6.1–6.30. http://dx.doi.org/10.1386/art_00006_1.
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In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperative brings into play a mix of modes of situated learning experience, communication and tools from design and learning to query the planned and built environment as a given, while offering alternate future visions and critiques. In this article, we argue for agile pedagogy that enables students to co-create as citizens in public spaces, through agentive multimodal construction of their identities and modes of transformative representation. Our core research problematic is how to develop, enact and critique design-based pedagogies that may allow designer-educator-researchers and students alike to co-create learning ecologies as dynamic engagement in re-making the city. This we take up within the wider context of climate change and pressing societal and environmental needs within which design and urbanism education increasingly needs to be oriented. Our inquiry is located within a shared practice of design pedagogy across two continents, and climatic and disciplinary domains between the western cape in South Africa and the far north of Norway. The main finding of this research is that pedagogies that are enabling of and attentive to the interplay of an assemblage of relational context-sensitive modalities can be conducive to sustainable and futuring design-based urban engagements.
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Wei, Cynthia A., Michael L. Deaton, Teresa J. Shume, Ramiro Berardo, and William R. Burnside. "A framework for teaching socio-environmental problem-solving." Journal of Environmental Studies and Sciences 10, no. 4 (April 11, 2020): 467–77. http://dx.doi.org/10.1007/s13412-020-00603-y.
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Abstract The urgent environmental challenges we now face, from climate change to biodiversity loss, involve people and the planet, the social, and the environmental. Teaching students to become effective socio-environmental problem-solvers requires clarity about concepts and competencies needed to understand and tackle these challenges. Here, we propose an educational framework that describes what students should learn and how they should apply this knowledge to address socio-environmental problems. This framework emphasizes the process of problem-solving and is based on socio-environmental (S-E) synthesis, an integrative, transdisciplinary approach to understanding and tackling complex socio-environmental problems. In addition to identifying the knowledge, skills, dispositions, and practices necessary for S-E problem-solving at the undergraduate and graduate levels, we clarify how one draws on such competencies to inquire about problems and generate solutions for them. Our primary goal is to provide a useful tool to help guide development of curricula, teaching materials, and pedagogies for S-E synthesis and interdisciplinary environmental education more broadly.
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Jiskani, Aisha, Subhash Guriro, and Sara Fayyaz. "Status of Education for Sustainable Development (ESD) in Higher Secondary Schools of the Province of Sindh in Pakistan." Global Educational Studies Review IX, no. I (March 30, 2024): 30–40. http://dx.doi.org/10.31703/gesr.2024(ix-i).04.
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Education for sustainable development (ESD) aims to educate the learners to make informed decisions and responsible actions for climate change, economic sustainability, and a peaceful society. This study aims to check the status of ESD in the higher secondary schools of Sindh province in Pakistan. This qualitative study was conducted in the selected public sector schools of two districts of the province during the period of July 2022 to December 2022. This study revealed that the status of ESD in public higher secondary schools of Sindh province is not satisfactory and schools are not providing adequate knowledge and information to students about core concepts of sustainable development. The outcomes of the study indicate the unavailability of ESD content in the syllabus, a lack of awareness of proper pedagogies among teachers and an inadequate learning environment. This study recommends introducing ESD concepts in the school syllabus and training the teachers in higher secondary schools.
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MuhammedZein, Fatima Abdelrahman, and Shifan Thaha Abdullateef. "Quality Education for Sustainable Development: Evolving Pedagogies to Maintain a Balance Between Knowledge, Skills, and Values-Case Study of Saudi Universities." Sustainability 17, no. 2 (January 15, 2025): 635. https://doi.org/10.3390/su17020635.
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Ozone depletion, global warming, soil degradation, etc., could be, to a great extent, instrumental in making our Earth an unsafe place. Therefore, to prevent further damage, Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) emphasizes spreading awareness among the members of the planetary community to protect the planet. The study aims to identify teaching pedagogies that can effectively develop awareness and responsibility among university youth for a sustainable future. The study adopts an exploratory triangulation approach and uses three instruments: a closed-ended questionnaire, a focus group interview, and a comparative performance of control and experimental groups. Fifty-one faculties from two government universities of Saudi Arabia: Qassim University, Qassim, and Prince Sattam bin Abdulaziz University, Alkharj along with 47 students pursuing conversation courses at Level Three in Prince Sattam University participated in the study. JASP 0.9 open-source software was used for statistical analysis. The results revealed that constructivist inquiry-based approaches promoted sustainable development education.
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Yates, Amanda, Maibritt Pedersen Pedersen Zari, Sibyl Bloomfield, Andrew Burgess, Charles Walker, Kathy Waghorn, Priscila Besen, Nick Sargent, and Fleur Palmer. "A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises." Urban Science 7, no. 1 (December 20, 2022): 1. http://dx.doi.org/10.3390/urbansci7010001.
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The institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global scale. Yet, our ability to respond to these emergencies remains largely circumscribed by educational and professional agendas inherited from 20th-century Western paradigms. As the crises intensify, there is a compelling case for radical change in the educational and professional structures of the built environment disciplines. This paper presents a work-in-progress examination of an emergent architecture programme at Te Wānanga Aronui O Tāmaki Makau Rau/Auckland University of Technology (AUT), Aotearoa New Zealand. The program is within Huri Te Ao/the School of Future Environments, a transdisciplinary entity formed in 2020 to integrate research and teaching across Architecture, Built Environment Engineering, and Creative Technologies. The school itself is conceived as a collaborative project to co-create an outward-facing civic research platform for sharing ecologically positive design thinking across diverse communities of practice. The programme foregrounds mātauranga Māori (Indigenous ways of knowing), transdisciplinary systems, and regenerative design as regional place-oriented contributions to planetary-scaled transformation. We illustrate and evaluate a specific curriculum change tool, the Living Systems Wellbeing (LSW) Compass. Grounded in Te Ao Māori (Māori cosmology and context), the Compass offers a graphic means for students to navigate and integrate ecological relationships at different scales and levels of complexity, as well as affords insights into alternative foundational narratives, positive values, design strategies, and professional practices. This paper identifies four foundational factors for transformative pedagogies. The first factor is the value of a collectively held and clearly articulated vision and focus. The second factor is the capacity and commitment of an academic team that supports and values the vision. Thirdly, the vision needs to meet and acknowledge place-specific knowledges and values. Finally, the pedagogy should have an action research component founded in real-world interactions. While this research-based pedagogy is place-based and specific, we argue that these four factors are transferable to other learning institutions and can support critical pedagogies for social, cultural, and ecological wellbeing.
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Ahmad, Norita, Maria Toro-Troconis, Mohammed Ibahrine, Rose Armour, Victoria Tait, Katharine Reedy, Romas Malevicius, Vicki Dale, Nathalie Tasler, and Yuma Inzolia. "CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design." Sustainability 15, no. 23 (November 30, 2023): 16460. http://dx.doi.org/10.3390/su152316460.
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In the context of the global climate change debate, the integration of Education for Sustainable Development (ESD) in higher education institutions (HEIs) has been identified as one of the top priorities. This paper presents the CoDesignS ESD Framework (hereafter “Framework”) focused on HEIs, though the Framework is applicable to other types of educational institutions. The Framework introduces transformative pedagogies and teaching methods that extend beyond typical ESD competencies, encompassing cognitive, socio-emotional, and behavioral domains for a holistic design and delivery. It was evaluated using a focus group and interviews among sustainability practitioners and academics, learning and curriculum designers, students, and government officials involved in ESD. The evaluation demonstrates key stakeholders’ engagement with the Framework and appreciation of its potential to integrate sustainability into university curricula across different disciplines. The findings suggest that the Framework is easy to use, making sustainability explicit in the curriculum and actively developing the competencies students require to bring about change beyond the classroom. The feedback received has helped the further development of the Framework, including the CoDesignS ESD Toolkit Planner and Dashboard, which provide a more effective way of integrating the learning design and ESD components embedded as part of the CoDesignS ESD pillars.
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Sameshima, Pauline. "Falling Towers: A Letter to my Child’s Teacher." Journal of the Canadian Association for Curriculum Studies 19, no. 1 (December 13, 2021): 1–10. http://dx.doi.org/10.25071/1916-4467.40767.
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Using the epistolary genre, this editorial is embedded in a fictional letter written to a teacher. The discussion is spurred by a teacher writing a mark in bold felt pen directly on a student’s drawing of the Eiffel Tower. This reflexive inquiry laments the deep wounding of the joy of learning by metrics, measurements and efficiency, while registering the imperative to change this path. Using the metaphor of the “tower” to theorize current damaging curricular practices, this editorial questions how, amidst the uncontrol and fear in a global pandemic, the challenging truths of unmarked graves, devastating climate disasters, global food insecurity, among other sufferings, teachers can imagine hope-inspired, healing-centred pedagogies and ”assertive mutuality . . . [through] co-action, interconnection . . . [and] the capacity to act and implement as opposed to the ability to control others” (Kreisberg, 1992, p. 86). The task of recognizing, naming and dismantling towers—in essence, leaving one’s home, and building new relational frames, while the world is falling—requires extraordinary hope, as shown in the articles in this issue.
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Pointer, Rebecca, and Darlene Miller. "Becoming octopus: Indigenous ways of knowing and green leadership." Scholarship of Teaching and Learning in the South 8, no. 1 (April 30, 2024): 119–43. http://dx.doi.org/10.36615/sotls.v8i1.391.
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On 30 June 2014 we (a small group of academic women) opened our first Green Leadership School, an experiment in decolonising the classroom, exploring indigenous environmental knowledge, and creating a space of healing and love. This paper documents the process of healing and rejuvenating the lives of activists, government officials, trade unionists, and university students. Similar to the concept of Deleuze and Guattari’s (2004) “becoming animal” and “becoming wolf”, we represented the school as “becoming octopus” – a creature with green blood (becoming green), the highest brain-to-body ratio of any invertebrate, many slithering arms to twist and escape oppression and slide away from toxic spaces, and three hearts for the three-hearted practices of love, bodily integration, and mind-spirit awareness. Therefore, the pedagogical experiment focused on transmutation – connecting with the environment through merging human with animal, ritual and magic, gardening, yoga, storytelling, music, and art alongside more conventional lectures such as understanding climate change through South African vernaculars, ‘land grabs’ in Africa, pollution in South Durban, and environmental communication. Damaged by apartheid and post-apartheid wounds and worldwide ruptures in the socius – the participants experienced psychic healing. This paper discusses the role of joyful pedagogies in decolonising education.
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Mooken, Malida. "Developing critical consciousness of epistemic (in)justice." IJAR – International Journal of Action Research 20, no. 2 (October 21, 2024): 161–73. http://dx.doi.org/10.3224/ijar.v20i2.06.
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Societies and economies are, in part, structured and organised epistemically. However, who has the power to shape key territorial decisions and policies, and based on whose/which knowledges? Whose and which voices, practices, methods, problems, problem definitions and solutions matter in the process? Whose/which knowledge systems are legitimised or delegitimised? These are some of the questions that are raised in this paper on epistemic (in)justice. The discussion contributes to reflections on the development of action research pedagogies and methodologies, in particular on facilitating approaches and processes that are respectful and conducive to the central human capability of different people and groups to produce and receive knowledge. The genesis of the argument is rooted in a critical understanding of the on-going damages caused by epistemological hegemony and coloniality of power, and consciously working towards integrating perspectives of epistemic justice in our praxes. By stimulating the inclusion and participation of those who are marginalised, we contribute to countering dominant narratives and bringing forth nuanced perspectives of the lesser heard, and visible. With those in mind, I highlight the importance of epistemic governance, epistemic freedom, epistemic humility, and inter- and intra-territorial connectivity for enabling the co-creation of transformative relations, visions, spaces, dialogues, and actions in responding to climate change and the associated challenges.
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Chavez-Miguel, Giovanna, Michelle Bonatti, Álvaro Ácevedo-Osorio, Stefan Sieber, and Katharina Löhr. "Agroecology as a grassroots approach for environmental peacebuilding: Strengthening social cohesion and resilience in post-conflict settings with community-based natural resource management." GAIA - Ecological Perspectives for Science and Society 31, no. 1 (March 31, 2022): 36–45. http://dx.doi.org/10.14512/gaia.31.1.9.
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In the Colombian Andes, farming communities face complex challenges involving conflict, climate change, peacebuilding and rural reconstruction. Organized around agroecology, farmers generate associativity processes, self-managed extension work and popular education pedagogies. This strengthens the social fabric of these communities and enhances their adaptive capacities, enabling them to persist in the context of adversity.This study investigates the potential of community-based agroecology in post-war scenarios for fostering social cohesion and community resilience; considered to be two key components of peacebuilding. Based on a systematization of experiences, we analyze the work of seven farmer-led educational initiatives, so-called Agroecology Peasant Schools (Spanish: Escuelas Campesinas de Agroecología, ECAs), in three different regions of the Colombian Andes ‐ Cauca, Valle del Cauca, and Coffee Axis. Using interviews and focus groups, we integrate the perceptions of 82 stakeholders from regional agroecology networks. The results illustrate the contexts in which ECAs emerge and demonstrate how the associative processes they advance strengthen the social fabric, enhance the capacities of farmers in agroecological management and support the socio-economic recovery of rural areas. Based on our results, we maintain that, by fostering shared identities and collective capabilities of farmers, ECAs strengthen social cohesion and community resilience and thereby contribute to the building of “positive peace” from a grassroots level. By scrutinizing local initiatives, this study generates insights for guiding contextualized peacebuilding programs, based on local needs and aspirations.
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Schleicher, Andreas. "Thoughts on the Future of Teaching." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 273–302. http://dx.doi.org/10.1163/25902539-00102002.
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Top school systems select and educate their teaching staff carefully, they provide an environment in which teachers work together to frame good practice, they encourage teachers to grow in their careers; and they have moved on from administrative control and accountability to professional forms of work organisation. Still, the laws, regulations, structures and institutions on which education policy tends to focus are just like the small visible tip of an iceberg. The reason why it is so hard to move school systems is that there is a much larger invisible part under the waterline. This invisible part is about the interests, beliefs, motivations and fears of the people who are involved in education, parents and teachers included. This is where unexpected collisions occur, because this part of educational reform tends to evade the radar screen of public policy. That is why educational leaders are rarely successful with reform unless they build a shared understanding and collective ownership for change, and unless they build teacher capacity and create the right policy climate, with accountability measures designed to encourage innovation rather than compliance. The most essential reason why teachers’ ownership of the profession is a must-have rather than an optional extra lies in the pace of change in 21st century school systems. Even the most effective attempts to translate a central curriculum into local classroom practice will drag out over a decade, because it takes so much time to communicate the goals and methods through the different layers of the system and to build them into traditional methods of teacher education. In a fast-changing world, when what and how students need to learn changes so rapidly, such a slow process leads to a widening gap between what students need to learn and what and how teachers teach. The only way to shorten that pipeline is to professionalise teaching, that is to ensure that teachers not only have a deep understanding of the curriculum as a product, but equally with the process of curriculum and instructional design and the pedagogies to enact and enable the ideas behind the curriculum. The challenge is to build on the expertise of the teachers and school leaders and to enlist them in the design of superior policies and practices. Where systems fail to engage teachers in the design of change, teachers will rarely help systems in the implementation of change.
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Ceobanu, Ciprian, and Meirav Zerbib. "Embedding Innovation: How School-Based Research and Development Teams, Can Systematically Cultivate 21st Century Learning Ecosystem." Educatia 21, no. 28 (November 29, 2024): 5–12. https://doi.org/10.24193/ed21.2024.28.01.
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This theoretical article examines the crucial role school-based research and development (R&D) teams can play in systematically fostering innovation and cultivating adaptive learning environments within educational institutions. R&D teams are diverse groups of skilled professionals focused on driving complex innovation projects through an iterative, user-focused development process. They research, develop, and implement new educational strategies, tools, curricula, and practices in collaboration with educators, administrators, students, and external partners. By synthesizing literature on innovation theories like Disruptive Innovation (Christensen, 1995), Diffusion of Innovations (Rogers, 1962), Open Innovation (Chesbrough, 2003), and innovation culture in education, the article develops a comprehensive framework for embedding innovation in schools. The aim is to provide insights and actionable recommendations for educational leaders, policymakers, and researchers on leveraging these teams as catalysts for transformative change. In this vein, fostering supportive organizational structures, internal/external partnerships, capacity building for innovation and free-flow of knowledge enables these teams to drive the development and implementation of innovative pedagogies and organizational practices. Furthermore, visionary leadership nurturing an innovation-friendly climate and teacher empowerment are highlighted as vital for sustaining innovation (Fullan, 2001; Hargreaves & Shirley, 2009). Additionally, the article emphasizes the need for government policies incentivizing educational innovation. It provides a framework for harnessing R&D teams' potential in cultivating adaptive learning environments. The article concludes with a call for further research to validate and refine the proposed model, offering educational stakeholders concrete strategies to unlock the transformative capacity of R&D teams. This article will be researched as part of a doctorate work.
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Gadelshina, Gyuzel, Chandra Vemury, and Arif Attar. "Meaningful Learning and The Integration of Responsible Management Education in the Business School Courses." International Journal of Modern Education Studies 2, no. 1 (August 7, 2018): 24. http://dx.doi.org/10.51383/ijonmes.2018.18.
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In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business‐related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a classroom activity for undergraduate students. The main purpose of research presented in this paper is to explore students’ experience of engaging in Model UN debates around topics related to the sustainable development goals as defined in the UN 2030 Agenda for sustainable development (for example, youth unemployment, climate change, poverty, etc.). Model UN is traditionally known as an extra-curricular educational simulation of the United Nations where students play their roles as delegates from different countries and endeavour to solve real world issues using the policies and perspectives of their assigned country as well as policies and procedures of the United Nations. In this paper Model UN is proposed as a classroom engagement activity which assists undergraduate students in recognising the complexity of international negotiations and reflecting on challenges associated with the decision making process and how it affects the sustainability agenda on the individual and societal level. This paper seeks to provide a useful insight into the practical value of Model UN simulation as a means to facilitate meaningful learning on the course. It is suggested that experience of introducing Model UN as a core curricular activity, rather than one that is extra-curricular, will be of particular interest for educators who are involved in delivering sustainability-related courses or wishing to teach sustainability-related topics in globally responsible business-related education programs for undergraduate students.
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Kervin, Lisa, Jan Turbill, and Kathryn Harden-Thew. "Invisible to visible: Mapping the continuum of literacy learning experiences in an early years setting." Journal of Early Childhood Literacy 17, no. 4 (April 4, 2016): 465–84. http://dx.doi.org/10.1177/1468798416638139.
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The face of early childhood education continues to change. In Australia, the national early childhood guidelines, Early Years Learning Framework (2009) and the National Quality Framework have articulated and defined the work of early years’ educators in a range of areas, including literacy. Both frameworks state that their aim is to maintain the focus of the Development Strategy provide all Australian children with an educational foundation to support them throughout their lives. In this climate, and some years after the implementation of these guidelines, it seems timely to examine the literacy programmes, practices and perspectives of prior-to-school environments as they prepare children to transition to the early years of primary school. This paper reports on the findings of a study that aimed to explore the nature of literacy programmes, practices and perspectives, and in particular how such programmes support educators and children in one prior-to-school setting, as they prepare to transition to the first year of formal schooling. Analysis of the experiences offered in prior-to-school centres revealed a number of learning experiences that illustrated Bernstein’s notion of visible and invisible literacy learning pedagogies. It was found that viewing these learning experiences along a continuum from invisible to visible pedagogical practices was a useful framework for categorising the range of experiences in which the children engaged. It is suggested that such a continuum would be a useful framework for both prior-to-school and kindergarten teachers to better support children as they transition across settings. However, we must add a caveat, namely, that such a framework should not lead to increase pressure on prior-to-school settings to increase ‘visible pedagogical practices’ in order to ‘teach’ literacy skills.
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Egamberdievich, Abdurakhmanov Dilmurod. "SCIENCES IN PHYSICSMETHODICAL MEANS OF DEVELOPING KNOWLEDGE ABOUT ENERGY-EFFICIENT TECHNOLOGIES BASED ON INTEGRATION." Current Research Journal of Pedagogics 5, no. 9 (September 1, 2024): 67–70. http://dx.doi.org/10.37547/pedagogics-crjp-05-09-10.
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Energy-saving technologies are becoming a critical component to help address the growing challenges of climate change, environmental degradation, and energy security. In this context, the integration of different sciences in physics is a fundamental approach to developing knowledge in this field. This article discusses methodological means of developing knowledge about energy-saving technologies by integrating physics with other scientific disciplines such as material science, thermodynamics, and engineering. This paper presents case studies of energy-saving technologies that use photonics, thermoelectric materials, nanotechnology, and smart energy systems to demonstrate how such methods can aid in adaptation and mitigation efforts while providing a scientific basis for sustainable technologies. Furthermore, this article outlines the critical role of interdisciplinary collaborations among scientists from different scientific disciplines in advancing research and development of sustainable energy technologies.
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Haswell, Janis, Richard Haswell, and Glenn Blalock. "Hospitality in College Composition Courses." College Composition & Communication 60, no. 4 (June 1, 2009): 707–27. http://dx.doi.org/10.58680/ccc20097193.
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There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to instructional situations may lead to new and sometimes counter-establishment methods, in terms of course objectives, shared labor of teacher and students, writing assignments, response to writing, and assessment of student work. Perhaps the most radical form is transformative hospitality, which accepts the possibility that host and guest, teacher and students, will all be changed by their encounter, a potentiality that is characterized by risk taking, restlessness, and resistance to educational entrenchments. Traditional hospitality as practiced in writing classrooms does not mark a return to student-centered pedagogies of past decades but does stake out a position that might be considered marginal apropos the current political and educational climate in the United States.
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Paraskeva, João M. "Itinerant Curriculum Theory: Fulfilling the ethos of the Carnation Revolution." Child Studies, no. 5 (December 16, 2024): 121–44. https://doi.org/10.21814/childstudies.6082.
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Five decades after April, where do we find ourselves as pedagogues and curriculum theorists? What progress has been made, and what challenges still lie ahead? A question of such magnitude will not fit in an essay of this nature. Aware of this obstacle, this article crafts a broad and varied picture of achievements and setbacks that characterized education post-April 25th. The essay focuses on emblematic epistemological cathartics between hegemonic and counter-hegemonic traditions and within the latter that have been unable to devitalize the field’s historical epistemicidal nerve - maculating the democratic spirit of education, curriculum, and teacher preparation programs. The article describes how these shakeups trigger a theoretical imparity and involution in the field, intimately related to some of the most egregious social challenges the nation is facing – immigration, climate change, poverty, and inequality, among others. The essay ends by advocating an itinerant curricular theory as a pedagogical proposal that responds to humanity’s diversity and epistemological differences.
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Braga, Caterina. "Participation and co-creative planning for urban sustainability. The Clic-Plan project educational case." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 151–59. http://dx.doi.org/10.36253/form-11326.
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The environmental degradation and climate change are the contemporary contexts in which educational processes take place. New forms of knowledge are therefore necessary, which place individuals, groups, as well as those responsible for social life at all levels (economic-political, institutional, administrative, productive, cultural), in the condition of not ignoring the consequences of human actions, also on the environment. Educating to participation, in contrast to delegation, promotes a sense of belonging and makes citizens responsible actors within the decision-making processes for managing their own territory. This, in the epistemological relevance of the pedagogical discourse, takes shape in the dimension of engagement for the benefit of the person and the community and is realized in active participation to the so-called smart city. This discussion can occur within an on-going project, CLIC-PLAN: Changing Climate: Local Adaptation Plan for sub-alpine lake districts with a strong commitment to tourism led by the Catholic University, with activities on climate change.
Partecipazione e progettazione condivisa per la sostenibilità urbana. Il caso formativo del progetto Clic-plan
Il degrado ambientale e i cambiamenti climatici sono il contesto in cui si svolgono oggi i processi educativi. Sono dunque necessarie nuove forme di conoscenza, che pongano gli individui, i gruppi, i responsabili della vita sociale a tutti i livelli (economico-politico, istituzionale, amministrativo, produttivo, culturale), nella condizione di non ignorare le conseguenze delle azioni umane, anche sull’ambiente. Educare alla partecipazione, in contrasto con la delega, promuove il senso di appartenenza e rende i cittadini attori responsabili dei processi decisionali di gestione del proprio territorio. Questo, nella rilevanza epistemologica del discorso pedagogico, trova forma nella dimensione di engagement a beneficio della persona e della comunità e si realizza nella partecipazione attiva all’interno della cosiddetta smart city. Può contribuire ad alimentare la riflessione il progetto CLIC-PLAN: CLIma in Cambiamento. Piano Locale di AdattameNto per comuni lacustri in territorio subalpino con forte vocazione turistica dell’Università Cattolica, inerente al cambiamento climatico.
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Nxumalo, Fikile, and Pablo Montes. "Encountering creative climate change pedagogies: Cartographic interruptions." Research in Education, October 6, 2023. http://dx.doi.org/10.1177/00345237231207493.
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In this paper, we highlight climate change pedagogies within the context of an Indigenous Summer Encounter for Latinx and Indigenous children led by Miakan-Band Elders, members of a Central Texas Coahuiltecan community. We focus on anticolonial cartographies activated through movement, sound and performance that enacted Indigenous fugitivity, futurity, and relationality; pedagogical attunements that remain undertheorized as approaches to climate change education. In engaging with these pedagogies as climate change education, we are interested in contributing to recent work that resists the disciplinary boundaries of what typically counts as climate education and invites expansive and interdisciplinary approaches to climate change education. This includes approaches that inquire into how climate change education can be a site to nurture reciprocal relations with the more than human world. In particular, we highlight the Summer Encounter as illustrating possibilities for anticolonial climate education that engages creative pedagogies in foregrounding Indigenous relational onto-epistemologies with young people. We discuss the potential of this work as climate change education that actualizes and dreams more livable futures.
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Denton, Andrew, and Andrew Gibbons. "Flight, Climate Change, and Dangerous Times for Art and Pedagogy." Video Journal of Education and Pedagogy, December 1, 2020, 1–8. http://dx.doi.org/10.1163/23644583-00501005.
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Abstract In his last book Chaosmosis, Felix Guattari (1995, p. 129) argues that both “intellectuals and artists have got nothing to teach anyone,” and that they produce “toolkits composed of concepts, percepts and affects, which diverse publics will use at their convenience.” In this video presentation and accompanying article, the authors explore Guattari’s claim as a provocation for visual pedagogy and play with the idea that an artist might have nothing to teach anyone in relation to the idea of visual pedagogies. And, then, what happens when an artist and a teacher talk about visual pedagogies? To open up a dialogue, they employ the cliché, ‘I don’t know much about art but I know what I like’. This statement invites thoughts on the tensions between truth-telling, disciplinarity, and affect. Here the authors take the cliché a step further within the context of visual pedagogies and meaning making. They position this dialogue with the cinematic art work, Flight (2018), which aims to give the viewer a different sensation of the world, to render the familiar unfamiliar, and to let things be (Roder & Sturm, 2017), in order to think differently.
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Leite, Stephanie. "Towards a transformative climate change education: questions and pedagogies." Environmental Education Research, June 22, 2024, 1–18. http://dx.doi.org/10.1080/13504622.2024.2365983.
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Rooney, Tonya, Mindy Blaise, and Felicity Royds. "With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education." Contemporary Issues in Early Childhood, July 21, 2020, 146394912093920. http://dx.doi.org/10.1177/1463949120939202.
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In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child–weather relations as a pedagogical response to making climate change more connected and immediate for young children. Mindy Blaise and her colleagues have also shown how ‘matters of fact’ dominate early childhood teaching, and call for new pedagogies that attend to ‘matters of concern’, such as climate change. In this article the authors build on these ideas by drawing also on María Puig de la Bellacasa’s suggestion that we extend our concern to ‘matters of care’ as an ‘ethically and politically charged practice’. The authors report on their work with educators and children in an Australian-based preschool where they have started to engage with matters of concern and matters of care to create new types of pedagogies that they call ‘weathering-with pedagogies’. These are situated, experimental, embodied, relational and ethical, and, the authors suggest, reflect a practice of care, thus providing young children with new ways of responding to climate change. The authors take as their starting point Donna Haraway’s invitation to ‘muddy the waters’ as a way to stir up the possibilities, tensions and challenges in doing such work.
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Sutton, Bronwyn A. "Towards an understanding of how school climate strikes work as public pedagogy." Qualitative Research Journal, November 29, 2023. http://dx.doi.org/10.1108/qrj-04-2023-0059.
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PurposeSchool climate strikes are opening spaces of appearance, becoming differently active forms of public pedagogy where new and previously unthought collective climate action is possible. This inquiry contributes to understanding school climate strikes as important forms of climate justice activism by exploring how they work as public pedagogy.Design/methodology/approachThe inquiry process involved poetic inquiry to produce an affective poetic witness statement to an event of school climate strikes, and then a performative enactment of diffractive reading using the poem created. The diffractive reading is used to conceptualise school climate strikes as public pedagogy and move towards an understanding of how school climate strikes work as public pedagogy. Diffused throughout is the question of where the more-than-human fits in public pedagogy and youth climate justice activism.FindingsSchool climate strikes are dynamic and differently acting (diffracting) public pedagogies that work by open spaces of appearance that enable capacities for collective action in heterogeneous political spaces. Consideration of entanglements and intra-actions between learner, place, knowledge and climate change are productive in understanding how phenomena work as public pedagogy.Originality/valueThis inquiry extends on important considerations in both climate change education and public pedagogy scholarship. It diffuses consideration of the more-than-human throughout the inquiry and enacts a move beyond the humanist limits of existing public pedagogy scholarship by introducing climate intra-action, heterogeneous political spaces and non-conforming learning to an understanding of activist public pedagogies and the educative agent.
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Hodgins, B. Denise, Narda Nelson, Sherri-Lynn Yazbeck, Xiaofeng Ke, and Rosalind Turcotte. "Living Speculative Pedagogies as Boundary-Crossing Dialogues." Journal of Childhood Studies, November 13, 2020, 5–19. http://dx.doi.org/10.18357/jcs00019126.
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This article shares the experience of expanding what was initiated at the SPARK conference as one example of engaging pedagogical development as an ongoing critically reflective boundary-crossing dialogue. It extends conversations in relation to a climate change inquiry project that explored thinking with trees by revisiting a concept integral to our inquiry—listening— in order to critically interrogate our pedagogical assumptions, actions, and aspirations. This approach to curriculum and pedagogy keeps the question “Now what?” continuously in the frame as a guide for living unfinished, uncertain, and speculative doings and dialogues in the classroom.
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Trott, Carlie D. "Rewriting the climate story with young climate justice activists." Geographical Research, July 3, 2024. http://dx.doi.org/10.1111/1745-5871.12662.
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AbstractAmidst intensifying climate breakdown and inadequate climate change education, young people are increasingly taking part in a global movement for climate justice. Young climate justice activists are disseminating stories of injustice and possibility intended to inform and activate their peers, parents, politicians, powerholders, and the public for sweeping systems‐level change. Using in‐depth interviews with 16 youth activists aged 15 to 17 from the United States, this study explored youths’ stories into activism, defined as the counterstories motivating youths’ initial and sustained engagement in the climate justice movement. Using reflexive thematic analysis, two interrelated thematic categories were generated: redefining the problem of climate breakdown and challenging dominant climate solutionism. First, activists spoke of questioning dominant, depoliticised discourses that regard climate change as a primarily scientific or environmental problem that adults are currently “solving” to prevent future harms. Youths’ counterstories emphasised that climate change is an issue of present‐day and future injustices perpetuated by inadequate action by today’s adult leaders. Second, youths’ counterstories emphasised the powerful role of young people in spurring societal transformation towards climate justice—an inherently political and radical project requiring systems change through collective action. The research draws upon and contributes to recent scholarship in children’s geographies and critical geographies of education, while responding to urgent calls for reimagining climate pedagogies with young people’s well‐being and political agency at the centre. By examining the counterstories employed by young activists, this research highlights storylines educators may mobilise to activate learners’ political imaginations and spur their active engagement in societal transformation.
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Finnegan, William, and Cathy d’Abreu. "The hope wheel: a model to enable hope-based pedagogy in Climate Change Education." Frontiers in Psychology 15 (March 20, 2024). http://dx.doi.org/10.3389/fpsyg.2024.1347392.
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In response to concerns about climate anxiety and distress, researchers and practitioners in both education and psychology have been investigating the importance of engaging climate hope in Climate Change Education (CCE). Synthesizing recent multidisciplinary research, alongside insights from the development of educational programs, this article proposes a new theoretical model for pedagogies of hope in CCE. The Hope Wheel presents three foundational elements: handrails for educators to hold on to while constructively engaging with climate change (honesty, awareness, spaceholding, action), guardrails for educators to be sensitive to when implementing the handrails (climate anxiety, mis-/disinformation, false hope), and lenses to encourage educators to explore connections between complex societal and planetary challenges (complexity, justice, perspectives, creativity, and empathy). This working model aims to support educators by distilling current learnings from the literature into a visual guide. It depicts essential elements to include, as well as avoid, in order to engage honest, hope-oriented CCE for transformative learning in the face of the climate crisis.
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Robinson, Jessie, Jude Walker, and Pierre Walter. "Awakening Sleepy Knowledge: Extrarational Pedagogies and Transformative Learning in Environmental Justice Education." Journal of Transformative Education, January 13, 2023, 154134462211510. http://dx.doi.org/10.1177/15413446221151045.
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Centuries of settler-colonial capitalist hegemony have deeply embedded violent paradigms of separation and hierarchy in our societal structures and internalized ideologies, ultimately manifesting in global climate justice crises. We argue, therefore, that addressing the socio-ecological catastrophes we currently face necessitates an inclusive engagement with a diversity of ways of knowing often overlooked or actively repressed by dominant epistemologies. Dismantling oppressive structures begins with critically examining how they manifest within our habits of mind so we can then see beyond them—to capture what was lost, what is hidden, and what could be. Drawing on a diversity of theories, this largely conceptual paper calls for the (re)introduction of pedagogies that engage our creativity and extrarational senses to help transform our perspectives toward environmental justice. Extrarational pedagogies provide space to challenge dominant paradigms, empathetically experiment with creative alternatives, increase learners’ sense of agency, and overturn the notion that we are powerless to change our circumstances. Such pedagogies promote perspective shifts toward solidarity, compassionate accountability, and an increased awareness of the interconnectivity of our collective survival and well-being.
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Hatfield, Maryella. "Living Labs and Future Narratives." ASCILITE Publications, November 28, 2023, 435–39. http://dx.doi.org/10.14742/apubs.2023.652.
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Authenticity, originality, lived human experience. How much value is being placed on these qualities in a world facing challenges such as AI, climate change and economic breakdown, rapid reconfigurations in the future of work? How can cross curriculum experiences and partnership pedagogies support students and universities navigating these challenges? In this paper, I reflect on innovations in learning and teaching, research, and scholarship in an age of seismic uncertainty. Specifically, I address the intersections between Screen Media, STEM, design thinking and storytelling for sustainability as part of the student and university experience. Citing case studies and examples, I consider some of the co-creation methodologies, the role of appreciative enquiry, and cross-curriculum partnership pedagogies, in the form of living labs. These have demonstrably enabled us to learn from each other and contribute to a wider landscape of scholarship and work that values original thinking and authentic creative expression.
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Bleazby, Jennifer, Simone Thornton, Gilbert Burgh, and Mary Graham. "Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy." Educational Philosophy and Theory, October 14, 2022, 1–13. http://dx.doi.org/10.1080/00131857.2022.2132933.
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Huerta, Ricard, and Cristóbal Suárez. "Humanitats digitals i pedagogies culturals: mirades creuades als entorns educatius híbrids." Temps d’Educació, 2020. http://dx.doi.org/10.1344/tempseducacio2020.58.1.
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The Arts and the Humanities are experiencing a rapid process of evolution and change thanks to the growth of the digital universe. Education is also undergoing profound transformations, also motivated by the impact of this virtual reality which is already both local and global, ubiquitous, and affects us all. As teacher trainers, we analyse the hybridizations of the two scenarios of digital humanities and cultural pedagogies which can either create an integrative climate geared towards achievement, or, in the worst case, foster a new model of abuse and excess towards teachers and students at different stages of education. Looking at the situation, we observe that the digital dimension can help to break down the traditional barriers that have been imposed by specific areas of knowledge, and can help to achieve connected scenarios. Here we are interested in the different hybrid models, involving artists, arts educators, historians, linguists and designers, who show us their particular visions of this new model of connected educational contexts.
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Thenga, Muofhe, Paul Goldschagg, Rene Ferguson, and Caleb Mandikonza. "Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education." Southern African Journal of Environmental Education 36 (June 17, 2021). http://dx.doi.org/10.4314/sajee.v36i1.17.
Full textAbstract:
Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies
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Andrievskikh, Natalia. "Student-Created Tabletop Foresight Games as Advocacy." Prompt: A Journal of Academic Writing Assignments 8, no. 1 (February 15, 2024). http://dx.doi.org/10.31719/pjaw.v8i1.169.
Full textAbstract:
This assignment asks first-year writing students to collaboratively create a tabletop game design that would expose players to possible future developments of climate change. The multimodal component is accompanied by a series of writing, research, and communication assignments that are scaffolded to guide students through the iterative process of composing. As students explore alternative formats to make a persuasive argument, they gain a more nuanced understanding of their topic, hone critical thinking skills, and practice addressing different audiences. The final project includes a research paper and a formal project proposal. The author argues in favor of the affordances of game-based pedagogies in a writing and technical communication classroom.
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Micalay-Hurtado, Marco A., and Robert Poole. "Eco-critical language awareness for English language teaching (ELT): promoting justice, wellbeing, and sustainability in the classroom." Journal of World Languages, August 29, 2022. http://dx.doi.org/10.1515/jwl-2022-0023.
Full textAbstract:
Abstract Critical Language Awareness (CLA) seeks to promote social justice by explicitly calling attention to power issues in the context of literacy development and language instruction. In this article, we assert that a CLA approach to English language teaching (ELT) which does not recognize and account for the urgency of climate change and its myriad effects on present and future generations of learners is flawed. It is time ELT extends a critical lens to the role that our practices and pedagogies serve in the (re)production of attitudes, ideologies, identities, and actions which contribute to ecological degradation and climate crisis while also engaging how we may advance ecological wellbeing and sustainability. This article outlines the rationale for this ecolinguistics-informed CLA (eco-CLA) approach to English language instruction by asserting the compatibility of ecolinguistics and CLA and the intersection of social, linguistic, and environmental justice. It then presents and discusses five principles for an eco-CLA approach to ELT that can be applied to a range of language learning contexts. Finally, it demonstrates how these principles can be operationalized within ELT by presenting a series of instructional activities.
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Ikonen, Essi, Raili Keränen-Pantsu, and Claudia Welz. "Imagining Sustainable Worlds: The Potential of Mythical Stories in Environmental Education." Journal of Philosophy of Education, February 28, 2024. http://dx.doi.org/10.1093/jopedu/qhae021.
Full textAbstract:
Abstract Pedagogically speaking, how can we best transform a student’s understanding of the environment? To move students to action, and to inspire sustainable lifestyles, environmental educators would do well to consider personal pedagogical approaches, as opposed to merely presenting scientific facts about climate change and species extinction. In this paper, we present the power of myth as a compelling option. We expand on prevailing pedagogies of myth, such as Matthew Farrelly’s approach, and argue that mythical stories taken from Nordic folk traditions, the Hebrew Bible, the New Testament, and the Quran can enhance environmental education by introducing multiple alternative ways of relating to nature, facilitating mutual teacher-student reflections, and by building more responsive relationships with fauna and flora. Building upon Paul Ricoeur’s hermeneutical theory, we contend that the process of imagining sustainable worlds is facilitated by engagement with mythical stories and that the counter-productive imposition of worldviews on students is minimized through critical discussions of relevant learning materials.