This comprehensive and authoritative handbook, the first of two volumes, brings together critical themes in climate change education to help scholars and educators navigate the field of climate change education studies. While climate change education has been evolving and growing with scholars from a variety of fields (e.g., environmental education, science education, anthropology), there is a dearth of a resource book that brings together the scholarship with globally recognized scholars and section editors who have contributed significantly to climate change education. Combining theoretical, conceptual, pedagogical and empirical works, as well as synthesis chapters that will draw from relevant literature, this handbook provides future directions at the nexus of justice and equity-oriented research, creative scholarship, and policy and practice for climate change education.
Chapter
1. Flourishing Futures Through Collective Action.
Chapter
2.Climate Change Education.
Chapter
3. Educating for Climate Futures.-
Chapter 4.Applying an Afrofuturistic Climate-Environmental (ACE) Justice
Literacy within K-12 Classrooms and Learning Spaces.
Chapter
5.
Transformative Transdisciplinarity Education for Ecojustice.
Chapter
6.
Layered Landscapes.
Chapter
7. From Levels of STEM Integration to Practice.-
Chapter
8. Voices from the Grassroots Intergenerational Movement for Climate
Education and Action in New York State.
Chapter
9. Education for Adaptation,
Resilience, and Transformation.
Chapter
10. Critical climate pedagogies.-
Chapter 11.Curricular Representations of Adaptation, Resilience, and
Transformation.
Chapter
12. Environmental civic science.
Chapter
13.
Expansive learning and possibility knowledge(s).
Chapter
14. Critical
Thinking in Climate Change Education.
Chapter
15. Critical Thinking Skills
of STEM Teachers While Designing Climate Change Lessons.
Chapter
16.
Secondary Students Visions of Ideal Material-Semiotic Networks, Possibly
Supporting Increased Global Ecojustice.
Chapter
17. Using action-oriented
biodiversity education to promote socioscientific reasoning as critical
thinking.
Chapter
18. Critical thinking and action on a pressurized Planet.-
Chapter
19. Intercultural dialogue and critical thinking.
Chapter
20.
Freeing Elpis from Pandoras Box.
Chapter
21. Teaching Climate Change as a
Socio-Scientific Issue.
Chapter
22. Ocean literacy for critical thinking and
action on climate change.
Chapter
23. Transdisciplinary Teacher Education
for Climate Change Education.
Chapter
24. What Are Asking of Climate Change
Educators?.
Chapter
25. Teachers Literacy-based Climate Change Learning
through a Knowledge-building Book Club.
Chapter
26. Supporting upper
secondary physics teachers in project-based climate education through
research-practice partnership.
Chapter
27. Teacher education for
social-ecological challenges.
Chapter
28. Climate Change Education in the
Caribbean.
Chapter
29. Embedding and Enacting Climate Change Education in
Faculties of Education in Canada.
Chapter
30. Ethics of Care and Pedagogies
of Hope for Climate Change Education in Teacher Education.
Chapter
31.
Navigating Climate Change Teacher Education.
Chapter
32. In-service teachers
and climate change education.
Chapter
33. Teacher Education for Climate
Change.
Chapter
34. Promoting critical emotional awareness in climate-change
education.
Chapter
35. Teacher Education for Local Solutions Through Global
Education Handbook on Climate Change Education.
Chapter
36. Fostering
epistemic agency in climate change education.
Chapter
37. Supporting
pre-service science teacher learning about sociopolitical and scientific
dynamics of climate change through local phenomena.
Chapter
38. Climate
Change Education in Informal Science Settings.
Chapter
39. Educating for
Climate Action and Justice.
Chapter 40. How to Ensure Your Climate Messages
Inspire Climate Action.
Chapter
41. Crossing Contexts.
Chapter
42. The
Importance of Visual Literacy for Climate Outreach And Education.
Chapter
43. Climate Action Projects Connect Youth to Communities.
Chapter
44. We
are the Creative Generation.
Chapter
45. National Audubon Society.
Chapter
46. Empowering Communities through Citizen Science.
Chapter
47. Climate
Communication Through MediaChallenges, Opportunities, and Hope.
Chapter
48.
Applying Inclusive Approaches to Climate Change Communication.
Chapter
49.
What Kids Are Watching and What's Missing.
Chapter
50. Nurturing
Environmental Stewardship with Molly Of Denali.
Chapter
51. Preparing the
Next Generation of Latinos to Thrive by Advancing Science-Based,
Climate-Resilient Parenting through Media and Local Communities.
Chapter
52.
Humor as a Tool for Communicating Climate Information and Navigating
Misinformation.
Asli Sezen-Barrie is the Stacey Nicholas Endowed Chair and Associate Professor at the University of California, Irvine, USA where she leads the statewide Environmental and Climate Change Literacy Projects (ECCLPs). Sezen-Barries scholarship advances community-connected climate and science education by integrating learning sciences, instructional sensemaking, and humanistic data practices to address sociological challenges and support youth and community action for flourishing futures in a changing world.
Sara Tolbert is Professor at Monash University in Melbourne, Australia, where she leads the Science Education Research Group and co-directs the Science Education in the Anthropocene Impact Lab. Tolberts scholarship is transdisciplinary, drawing from critical theory, curriculum studies, feminist science studies, and participatory (citizen/activist) sciences to reimagine science education.
