Bøger i Palgrave Studies in Education and the Environment serien

This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hinges on human rights and critical eco-cosmopolitanism to help learners position themselves in discourses on climate change and act for transformation. The book discusses eco-documentaries as multimodal, factional texts against the background of cutting-edge research, refuting a definition based on the binary of fiction and non-fiction. Translating the insights gained from this discussion to the language education context, learners are conceptualised as active designers of meaning making when engaged with eco-documentaries. Based on this discussion, the book puts forth an innovative, multiliteracies-informed concept which is embedded in a sustainability-oriented pedagogy of hope, which encourages learners to learn and practice languages of hope and advocacy. The book will be of interest to scholars in the fields of ecopedagogy, sustainability education, global citizenship education and cultural learning, film pedagogy and language education, as well as language educators.

This edited collection offers educators at all levels a range of practical and theoretical approaches to teaching poetry in the context of environmental sustainability. The contributors are keenly aware of the urgency facing the planet¿s ecosystems¿ecosystems which include all of us¿and this volume makes the case that teaching poetry is not a luxury. Each of the book¿s three sections works from a specific angle and register. Part I focuses on pragmatic approaches to classroom activities and curricular choices; Part II considers policies and politics, including the role of the UN¿s Education for Sustainable Development (ESD) program; and Part III takes a widescreen view, exploring the philosophical issues that arise when poems are integrated into sustainability curricula. This book exemplifies how poetry empowers readers to think imaginatively about how to sustain¿and why to sustain¿our world, its resources, and its beauty.

Exploring Instagram¿s public pedagogy at scale, this book uses innovative digital methods to trace and analyze how publics reinforce and resist settler colonialism as they engage with the Trans Mountain pipeline controversy online. The book traces opposition to the Trans Mountain pipeline in so-called Canada, where overlapping networks of concerned citizens, Indigenous land protectors, and environmental activists have used Instagram to document pipeline construction, policing, and land degradation; teach using infographics; and express solidarity through artwork and re-shared posts. These expressions constitute a form of ¿public pedagogy,¿ where social media takes on an educative force, influencing publics whether or not they set foot in the classroom.

The author illuminates important links between the work currently being done in climate change and education and the broader and older theories of radical education: an area of education theory and practice that has long grappled with the question of how to use education to create a more just society.

This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene.

This open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene.

Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education.

While few could dispute the need for Environmental and Sustainability Education (ESE) for children and young people, this book explores the problems inherent in this educational practice.

This book explores interdisciplinary approaches to animal-focused curriculum and pedagogy in environmental education, with an emphasis on integrating methods from the arts, humanities, and natural and social sciences.

This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development.

This book provides a critique of over two decades of sustained effort to infuse educational systems with education for sustainable development.