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Teaching Climate Change Education through an Attention to Place

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.

Publication metadata

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


Library holdings: Search Newcastle University Library for this item

ISBN: 9781032471426