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Lookup NU author(s): Dr Lisa Garforth
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
High expectations are placed on Climate Change Education (CCE), ranging from emotionally and practically preparing young people for the changes ahead, to supporting them in their development as climate-friendly actors. To address these challenges and inspire new approaches, this paper introduces a typology of utopian knowledge into the practice of CCE. Four dimensions of utopian knowledge have been derived from utopian theory – denunciatory and annunciatory, intrinsic and extrinsic knowledge. The modes result from combining these dimensions and describe forms in which learners can get to know themselves and their worlds in utopian ways – in ways that are informed by the desire for a better way of living in the climate crisis. By delineating possibilities of extending CCE using a typology of utopian knowledge, we identify shared starting points and challenges in thinking about utopia and the climate crisis. Both deal with complex issues which remain unknown or vague and at the same time open up desires. To render the theoretical elaboration more vivid, we present exemplary questions and reflections on how the modes of utopian knowledge might be practiced in CCE. The result are new perspectives on living in the climate crisis, and, hopefully, new ways of being.
Author(s): Liebhaber N, Garforth L, Frick M, Keller L
Publication type: Article
Publication status: Published
Journal: Pedagogy, Culture and Society
Year: 2024
Issue: ePub ahead of Print
Online publication date: 29/05/2024
Acceptance date: 16/04/2024
Date deposited: 22/04/2024
ISSN (print): 1468-1366
ISSN (electronic): 1747-5104
Publisher: Routledge
URL: https://doi.org/10.1080/14681366.2024.2359464
DOI: 10.1080/14681366.2024.2359464
ePrints DOI: 10.57711/k1vq-vk30
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