This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context.
Author(s): Fernando M. Reimers
Series: International Explorations in Outdoor and Environmental Education
Publisher: Springer
Year: 2020
Language: English
Pages: 201
City: Cham
Series Editors’ Foreword
References
Contents
Chapter 1: The Role of Universities Building an Ecosystem of Climate Change Education
1.1 Introduction. The Paradox of Climate Change and Education
1.2 Climate Is Changing Faster Than Attitudes and Behaviors About Human-Environmental Interactions, and Knowledge Is Not Enough to Cause People to Adapt or Mitigate
1.3 Climate Change Education
1.4 The Limitations of Current Climate Change Education Efforts
1.5 The Need for New Strategies for Climate Change Education
1.6 The Need for Systemic, Multilevel and Multidimensional Perspectives In Climate Change Education
1.7 A Role for Universities Developing and Implementing Contextually Appropriate Strategies for Climate Change Education
1.8 Development of the Approaches to Climate Change Education in This Book
References
Chapter 2: Learn to Lead: Developing Curricula that Foster Climate Change Leaders
2.1 Introduction
2.2 Analysis of Climate Change Curricula
2.2.1 The Problem with Climate Change Curricula in Israel, Jordan, and Palestine
2.2.2 Learning from Tertiary Level Climate Change Pedagogy in the Region
2.2.3 Effective High School Climate Change Education Resources
2.2.3.1 Paleontological Research Institution: The Teacher-Friendly Guide to Climate Change
2.2.3.2 Climate Interactive
2.2.3.3 Project Look Sharp: Media Literacy
2.3 Climate Change Leadership Curriculum
2.3.1 Rationale of the Curriculum
2.3.1.1 Anchor Skills
2.3.1.2 Process-Based Skills
2.3.1.3 Disciplinary Tools and Concepts
2.3.1.4 Resources Guiding the Educator
2.4 Implementation and Program Theory
2.5 Conclusion
Appendices
Appendix A: Climate Change Leadership Curriculum
Appendix B: Climate Change Leadership Project – Student Version
References
Chapter 3: Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education
3.1 Introduction
3.2 Impact of Climate Change on Guatemala
3.3 The State of Climate Change Education in Guatemala and Opportunities for Improvement
3.4 What Are the Major Gaps in Climate Change Education in Guatemala?
3.4.1 Lack of Adequate Bilingual Education
3.4.2 Out-of-School Youth
3.4.3 Lack of Coherence and Alignment Between Different Components of the School System and Climate Change Education
3.5 Moving Forward with a Solution
3.6 Preparing a Whole-School-Centered Guidebook for Schools
3.7 School Leadership
3.8 Community Partnerships
3.9 Curriculum
3.10 Teacher Professional Development
3.11 Conclusion
Appendix
References
Chapter 4: Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming.
4.1 Introduction
4.2 Analysis of Current and Anticipated Impacts of Climate Change in Haiti
4.2.1 Geography
4.2.2 Economy
4.2.3 Other Socioeconomic Factors
4.2.4 Climate Summary – Comparative Approach
4.2.5 Future Impacts
4.2.5.1 Agriculture
4.2.5.2 Health
4.2.5.3 Education
4.2.5.4 Economic Factors
4.2.5.5 Possible Domestic Solutions
4.3 Connecting Climate Change to Human Behavior
4.4 Exploring Different Alternatives of Delivering Climate Change Education
4.4.1 The Use of Education in Addressing Climate Change
4.4.2 Current Climate Change Curricula; Best Practices and Common Themes
4.4.3 Government Action
4.4.4 Informal Education
4.4.5 The Use of Radio in Sustainable & Community Development
4.5 Review of Current Education Policies and Programs to Address Climate Change in Haiti
4.6 Implications of Climate Change Education in Haiti
4.7 Overview of Media in Haiti
4.7.1 Radio Use and Stats
4.7.2 Radio and Learning in Haiti
4.8 Theory of Change
4.8.1 Audience and Impacts of Project
4.8.2 Measuring Outcomes
4.9 Implementation Plan/Curriculum
4.9.1 Stakeholders
4.9.2 Goal of Program
4.9.3 Topics Covered & Objectives
4.9.4 Strategy
4.9.5 Pathway for Delivery
4.10 Discussion
Appendixes
Appendix A
Appendix B
References
Chapter 5: Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh
5.1 Introduction
5.2 A Shifting Attitude Towards Climate Change
5.3 The Risks Faced by the Population in Badin
5.4 Educating Out-of-School Youth
5.5 Conclusion
Appendix: The Curriculum
Phase 1: Context
Phase 2: Adaptation
Phase 3: Migration
Phase 4: Advocacy
References
Chapter 6: Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education
6.1 Beyond the Bottom-Up and Top-Down Debate on Climate Change Education
6.2 What to Consider When Integrating Climate Change Education (CCE) Within Schools of Education
6.2.1 A Cultural Perspective of a Student Led Curriculum of Climate Change
6.2.2 A Psychological Perspective of a Student Led Curriculum of Climate Change
6.2.3 A Professional Perspective of a Student Led Curriculum of Climate Change
6.2.4 An Institutional Perspective of a Student Led Curriculum of Climate Change
6.2.5 A Political Perspective of a Student Led Curriculum of Climate Change
6.3 A Case Study: Implementations of a Student Led Curriculum at the Harvard Graduate School of Education (HGSE)
6.3.1 Methodology
6.4 Implications & Conclusion
Appendices
Appendix A. Syllabus
Appendix B. Prototype Lessons of a CCE Curriculum at HGSE
References
Chapter 7: Learning from Teaching Graduate Students How to Design Climate Change Education Programs
7.1 Introduction
7.2 Educating to Address Climate Change Is About Active Problem Solving, Not Contemplation
7.3 While Learning from Doing Is Valuable, to Advance the Field of Climate Change Education, it Is Necessary to Also Conceptualize and Theorize Practice
7.4 What Outcomes Matter in Climate Change Education
7.5 The Power of Contextually Situated Learning
7.6 A Pedagogy to Change Climate Through Education
7.7 Augmenting the Capacity for Climate Change Education Among Teachers and Schools
7.8 Blind Spots
7.9 Coda: Writing About the Role of Universities in Climate Change in Education During a Pandemic
References
