Teaching environmental crises

Allan, Jen Iris ORCID: https://orcid.org/0000-0003-1353-5744 2024. Teaching environmental crises. Smith, Heather A., Boyer, Mark A. and Hornsby, David J., eds. The Oxford Handbook of International Studies Pedagogy, Oxford University Press, 151–168. (10.1093/oxfordhb/9780197544891.013.7)

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Abstract

The dawn of the Anthropocene—a human-centered geological epoch—demands a pedagogical response from those teaching the politics of environmental change. Our students’ futures will be marked by climate, nature, and pollution crises. They are already more aware and concerned about environmental degradation than ever before, prompting educators to rethink our approaches. This chapter reviews approaches taken to date and traces the shift from humans as managers to humans as part of environmental systems. It then turns to innovative ideas for the unique challenges we face when teaching about environmental crises and transitions, from addressing despair and anxiety to experiential learning. The chapter raises questions about the next steps in pedagogical practice, including deepening inter- and trans-disciplinary approaches, helping to green universities, and promoting justice-based approaches to green transitions.

Item Type:	Book Section
Date Type:	Publication
Status:	Published
Schools:	Law
Publisher:	Oxford University Press
ISBN:	9780197544891
Date of First Compliant Deposit:	22 March 2024
Date of Acceptance:	22 March 2024
Last Modified:	04 Apr 2024 11:00
URI:	https://orca.cardiff.ac.uk/id/eprint/167473

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