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Lookup NU author(s): Dr Catherine WalkerORCiD
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Teaching on climate change is challenging for many reasons. It is a complex and often politicised topic, constituted by ever-evolving information. The emotions involved in considering the ‘affective pain’ of learning to live with climate change (Verlie, 2022, p.12) are also challenging. Whilst teaching for transformation can be hopeful and even joyful, educators may feel overwhelmed by the issues at stake. Against this backdrop, our message is hopeful and practical: climate change education (CCE) can be enhanced, focused and even transformed by attention to place. We recommend that educators begin where they are, rooting teaching in students’ and their own experiences of place. Yet we also argue that attention to place can build a sense of global solidarity when considering the differential impacts of climate change. This solidarity can be brought to life through students’ familiar and less familiar stories of climate change, particularly in classes where students have experience of living in multiple places.
Author(s): Walker C, Vance A
Editor(s): Rawlings Smith, E; Pike, S
Publication type: Book Chapter
Publication status: Published
Book Title: Encountering Ideas of Place in Education: Scholarship and Practice in Place-based Learning
Year: 2024
Pages: 240-252
Print publication date: 01/12/2023
Online publication date: 01/12/2023
Acceptance date: 08/09/2023
Edition: 1st
Publisher: Routledge
Place Published: Abingdon
URL: https://www.routledge.com/Encountering-Ideas-of-Place-in-Education-Scholarship-and-Practice-in-Place-based/Rawlings-Smith-Pike/p/book/9781032471426
Library holdings: Search Newcastle University Library for this item
ISBN: 9781032471426
