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Towards an Interdisciplinary Agenda for Teaching in the Climate Crisis: Reflections from the Humanities and Social Sciences

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  • Author(s): Steph Houghton (ORCID Steph Houghton (ORCID 0000-0002-8607-0514); Jillian Garvey (ORCID Jillian Garvey (ORCID 0000-0002-3344-9782); Liz Conor (ORCID Liz Conor (ORCID 0000-0003-4516-8379); Brooke Wilmsen (ORCID Brooke Wilmsen (ORCID 0000-0002-0970-7673); Julia Dehm (ORCID Julia Dehm (ORCID 0000-0001-9495-6705); Ruth Gamble (ORCID Ruth Gamble (ORCID 0000-0002-8230-5988); Ben Habib (ORCID Ben Habib (ORCID 0000-0003-3087-4828); Katie Holmes (ORCID Katie Holmes (ORCID 0000-0001-8589-1612); Jacqueline Millner (ORCID Jacqueline Millner (ORCID 0000-0003-3052-2312); Keir M. Strickland (ORCID Keir M. Strickland (ORCID 0000-0003-1538-2518)
  • Language:
    English
  • Source:
    Environmental Education Research. 2024 30(11):2007-2019.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      13
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Humanities; Social Sciences; Climate; Interdisciplinary Approach; Barriers; Higher Education; Teaching Methods; Reflective Teaching; Student Experience; Anxiety; Emotional Response; Psychological Patterns; Foreign Countries; Cultural Context; Journal Articles; Grouping (Instructional Purposes)
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/13504622.2023.2273791
    • ISSN:
      1350-4622
      1469-5871
    • Abstract:
      The current anthropogenic climate crisis presents unique challenges to the higher education classroom. Pedagogy in the context of climate change must be attuned to complex and varied student experiences that can contend with feelings of anxiety, disconnection, distress and hopelessness. As educators and researchers, we collate our pedagogical approaches in the humanities and social sciences to progress ongoing discussions about climate pedagogy and highlight possibilities for action from Australia. Drawing on the inherent interconnectedness of our disciplines, we offer an interdisciplinary agenda for teaching in the climate crisis that is attuned to framing, positionality and reflexivity; multiple temporal and spatial scales; other ways of living and knowing; and creative action and activism to cultivate an affective classroom.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1445477