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Print ISBN: 9781773382821
This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth’s decreasing habitability.
Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors’ discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis.
The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow’s teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators.
- offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K–12, post-secondary, and more
- includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education
- features discussion prompts in each chapter to enhance student engagement with the material
Table of Contents
Learning to Teach on the Edge of the Anthropocene
Section Ⅰ : Challenges to Teacher Education Practice and Praxis
Chapter 1: Weaving Critical Education Perspectives in Teaching for Social and Ecological Justice
Chapter 2: Schools and Communities: Interdisciplinary Learning and the Ecological Crises of the Anthropocene
Chapter 3: Recognizing and Addressing Influential Root Metaphors: The Key to Reorienting Teaching and Teacher Education in the Anthropocene
Chapter 4: “Country” Is My Gender, the Good Girl, and Ecojustice Education
Chapter 5: Growing Rural Capacity for Responding to the Anthropocentric Exigencies of Our Time
Chapter 6: Listening, Witnessing, Connecting: Histories and Storytelling in the Anthropocene
Section Ⅱ : The Affective Dimensions of Teaching in the Face of the Earth’s Decreasing Habitability
Chapter 7: To Love and to Teach Other People’s Children in the Face of the Climate Crisis
Chapter 8: What Good Is a Poem When the World Is on Fire?
Chapter 9: Hope in Action as a Pedagogical Response to Climate Crisis and Youth Anxiety
Chapter 10: Nurturing Embodied Agency in Response to Climate Anxiety: Exploring Pedagogical Possibilities
Section Ⅲ : Relational Pedagogies in the Anthropocene
Chapter 11: Embodying Ceremony as Pedagogy: The Role of School Administration in Reconceptualizing Indigenous Education in the Anthropocene
Chapter 12: Plantation Logics and STEM Economics: Make Kin as Education for Multispecies’ Flourishing
Chapter 13: Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development
Chapter 14: Of What’s Now and What’s Next: Poetry, Narrative, and Reimagining Teacher Education(s) beyond Received Anthropocentric Chauvinism
Chapter 15: Indigegogy: Using Indigenous Ways in Teaching
Chapter 16: Looking the Gift Horse in the Mouth: Climate Refugees and the Role of Education in Promoting Inclusivity
Section Ⅳ : Igniting the Empathic Imaginations of Tomorrow’s Teachers
Chapter 17: Unsettling Climate Education: The Youth Are Waking Up and Walking Out. As Educators, How Do We Join Them?
Chapter 18: ENVIROdigiART in the Age of the Anthropocene: A Reorientation of Teaching and Learning in Digital Artistic/Scientific Practices Across the Curriculum
Chapter 19: Deep Listening by the Sojourners Collective
Chapter 20: Teaching Geography Education in the Anthropocene: Focusing on Settler Colonialism, Slow Violence, and Solidarity Building in New Brunswick through DIY Art Production
Chapter 21: Wasteland Climate Anxiety: Meaningful (Teacher) Education Children’s Voices Calling Us to Action at the Edge of the Anthropocene