Blanche Verlie: “Bearing worlds: learning to live-with climate change“, Environmental Education Research, Volume 25, 2019 – Issue 5, https://doi.org/10.1080/13504622.2019.1637823
This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change.
Annelie Ott: “Climate change and education in shades of blue: between darkness and light with agential realism and object-oriented ontology“, Environmental Education Research Volume 30, 2024 – Issue 11, https://doi.org/10.1080/13504622.2023.2296356
Climate change education is infused with images of light. Scholars in the field tend to emphasize hope, sustainability, and solution. They foreground knowledgeable humans who construct better worlds and thereby bind themselves to modern understandings of human being and becoming. I draw on agential realism and object-oriented ontology to contest the metaphor of light, the focus on hope, and the modern premises they rely on—particularly in the context of massive sustainability crises such as climate change.
Ole Martin Sandberg: “Focusing on emotions in climate education: A felt sense of the climate“, in Practicing Embodied Thinking in Research and Learning, Routledge 2024, https://doi.org/10.4324/9781003397939-15
Using a course on climate change at the University of Iceland as a case study, this chapter illustrates the benefits of employing the methodologies of embodied critical thinking (ECT) in environmental education and of making the emotional and felt dimension an active focus in the educational process. Drawing on cognitive researchers like Eugene Gendlin and Antonio Damasio, the chapter emphasises the integral role of emotions in rationality and reflects on student responses, showcasing shifts from anxiety to hope and from despair to proactive engagement.
Athena Vongalis-Macrow: “Developing pedagogies for teaching about climate change“, The International Journal of Learning, vol. 17, no. 9, 2010, https://hdl.handle.net/10536/DRO/DU:30032542
Understanding climate change is a challenge for most citizens and it follows that teaching about climate change is equally challenging. In order to suggest new pedagogical strategies for teaching about climate change, this paper resists the deficit model of teacher education by suggesting a more organic approach in developing climate change pedagogies. This suggestion emerges from research which examines how prospective teachers understand climate change as both a scientific and social issue. Preliminary results suggest a socialized understanding of climate change as the consensual paradigm for dealing with the complex challenges presented by climate change.
