Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2052637
María Fernanda Yanchapaxi, M. Liboiron, K. Crocker, Deondre Smiles, E. Tuck
Abstract The CLEAR lab is an interdisciplinary plastic pollution laboratory whose methods foreground humility and good land relations. In this interview, María Fernanda Yanchapaxi and Eve Tuck speak with CLEAR lab founder, Max Liboiron, and co-investigators, Katherine Crocker and Deondre Smiles. Together, they explore Indigenous perspectives on climate change and outline the problems with how Western education thinks about it. Our guests question individualism in the understandings of and responses to climate change and reveal the importance of dismantling individual saviour complex perspectives embedded in educational approaches. Our guests invite educators to reflect on and redefine the values at the core of their practice and seek new ways to act on them.
{"title":"Finding a good starting place: An interview with scholars in the CLEAR Lab","authors":"María Fernanda Yanchapaxi, M. Liboiron, K. Crocker, Deondre Smiles, E. Tuck","doi":"10.1080/03626784.2022.2052637","DOIUrl":"https://doi.org/10.1080/03626784.2022.2052637","url":null,"abstract":"Abstract The CLEAR lab is an interdisciplinary plastic pollution laboratory whose methods foreground humility and good land relations. In this interview, María Fernanda Yanchapaxi and Eve Tuck speak with CLEAR lab founder, Max Liboiron, and co-investigators, Katherine Crocker and Deondre Smiles. Together, they explore Indigenous perspectives on climate change and outline the problems with how Western education thinks about it. Our guests question individualism in the understandings of and responses to climate change and reveal the importance of dismantling individual saviour complex perspectives embedded in educational approaches. Our guests invite educators to reflect on and redefine the values at the core of their practice and seek new ways to act on them.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"162 - 170"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41784409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2052634
Fikile Nxumalo, Preeti Nayak, E. Tuck
Too big to imagine and too urgent to ignore, climate crisis is the text or the subtext of many of the news headlines as we write the editorial introduction to this special issue. We write while still in the COVID-19 pandemic, just after the COP26 climate summit in Glasgow, just after a summer of deadly heatwaves, just after a highway collapsed due to flooding in British Columbia, and just after the Royal Canadian Mounted Police again invaded Wet’suwet’en, where land defenders are engaged in the ongoing protection of their lands and waters from construction of a gas pipeline. No matter when you read this or where you are reading from, you will also be reading during and “just after” the devastation caused by climate crisis. We can count on the permanence of crises popping up, eroding away, and worsening. We are in times of guaranteed precarity. Youth climate activists continue to inspire; they hold corporations and governments to account for the lack of substantive action and bring attention to the need for action. Amidst the disappointments of the COP26 summit (including those identified by youth from all corners of the world1) somehow scaling up and escalating a response to climate crisis remains ever more urgent. We are reminded of this urgency every day. A recent headline announced: “Extreme weather events are ‘the new norm’” (McGrath, 2021). The article proceeded to name some of the extreme events of the year from around the world including drought, extreme rainfall, and an accelerated rise in sea levels. We are drowning in stories of ecological devastation, its disproportionately distributed effects, and colonial governments’ insistence on capitalist extractivism. The ruinous times illustrated by these stories demand urgent responses at multiple levels. We have convened this special issue as a call to consider possibilities for curricular and pedagogical responses. In particular, we see a disconnect between how quickly human and more-than-human lives are changing as a result of climate change and the lack of accompanying responsive and responsible changes in curriculum and pedagogy in preK–12 schooling and in higher education. In this introduction, we elaborate on key themes that inspired the special issue and how article authors have taken up these themes in various curricular projects and pedagogical interventions. These themes include centering nature-culture relations and witnessing relational stories, disrupting colonialism, attending to Black ecologies, and engaging with interdisciplinary pedagogies. We bring the articles into conversation with critical interviews we conducted with Black and Indigenous climate change scholars, including Megan Bang, Ananda Marin, Max Liboiron, Katherine Crocker, Deondre Smiles, J.T. Roane, and
{"title":"Education and ecological precarity: Pedagogical, curricular, and conceptual provocations","authors":"Fikile Nxumalo, Preeti Nayak, E. Tuck","doi":"10.1080/03626784.2022.2052634","DOIUrl":"https://doi.org/10.1080/03626784.2022.2052634","url":null,"abstract":"Too big to imagine and too urgent to ignore, climate crisis is the text or the subtext of many of the news headlines as we write the editorial introduction to this special issue. We write while still in the COVID-19 pandemic, just after the COP26 climate summit in Glasgow, just after a summer of deadly heatwaves, just after a highway collapsed due to flooding in British Columbia, and just after the Royal Canadian Mounted Police again invaded Wet’suwet’en, where land defenders are engaged in the ongoing protection of their lands and waters from construction of a gas pipeline. No matter when you read this or where you are reading from, you will also be reading during and “just after” the devastation caused by climate crisis. We can count on the permanence of crises popping up, eroding away, and worsening. We are in times of guaranteed precarity. Youth climate activists continue to inspire; they hold corporations and governments to account for the lack of substantive action and bring attention to the need for action. Amidst the disappointments of the COP26 summit (including those identified by youth from all corners of the world1) somehow scaling up and escalating a response to climate crisis remains ever more urgent. We are reminded of this urgency every day. A recent headline announced: “Extreme weather events are ‘the new norm’” (McGrath, 2021). The article proceeded to name some of the extreme events of the year from around the world including drought, extreme rainfall, and an accelerated rise in sea levels. We are drowning in stories of ecological devastation, its disproportionately distributed effects, and colonial governments’ insistence on capitalist extractivism. The ruinous times illustrated by these stories demand urgent responses at multiple levels. We have convened this special issue as a call to consider possibilities for curricular and pedagogical responses. In particular, we see a disconnect between how quickly human and more-than-human lives are changing as a result of climate change and the lack of accompanying responsive and responsible changes in curriculum and pedagogy in preK–12 schooling and in higher education. In this introduction, we elaborate on key themes that inspired the special issue and how article authors have taken up these themes in various curricular projects and pedagogical interventions. These themes include centering nature-culture relations and witnessing relational stories, disrupting colonialism, attending to Black ecologies, and engaging with interdisciplinary pedagogies. We bring the articles into conversation with critical interviews we conducted with Black and Indigenous climate change scholars, including Megan Bang, Ananda Marin, Max Liboiron, Katherine Crocker, Deondre Smiles, J.T. Roane, and","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"97 - 107"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49179637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2052635
Megan Bang, A. Marin, Sandi Wemigwase, Preeti Nayak, Fikile Nxumalo
Abstract Megan Bang (Ojibwe and Italian descent) is a Professor of the Learning Sciences and Psychology at Northwestern University and is currently serving as the Senior Vice President at the Spencer Foundation. Dr. Bang’s research focuses on the complexities of navigating multiple meaning systems in creating and implementing more effective and just learning environments in science, technology, engineering, arts, and mathematics education. Ananda Marin (African American, Choctaw [non-enrolled], European American descent) is an Assistant Professor of Social Research Methodology in UCLA’s Department of Education and faculty in American Indian Studies. Her research explores questions about the cultural nature of teaching, learning, and development. This interview with two Indigenous scholars provides educators with a chance to explore the possibilities of Indigenous worldviews on their climate change praxis. The scholars ask educators to consider how white and human supremacy are perpetuated in current educational paradigms. They discuss the necessity of transformations between relationships between humans and the natural world in fighting climate change. Bang and Marin underline the importance of education that immerses children in learning with places, paying attention to embodied, relational, axiological, and world-building dimensions of storying with lands.
{"title":"Undoing human supremacy and white supremacy to transform relationships: An interview with Megan Bang and Ananda Marin","authors":"Megan Bang, A. Marin, Sandi Wemigwase, Preeti Nayak, Fikile Nxumalo","doi":"10.1080/03626784.2022.2052635","DOIUrl":"https://doi.org/10.1080/03626784.2022.2052635","url":null,"abstract":"Abstract Megan Bang (Ojibwe and Italian descent) is a Professor of the Learning Sciences and Psychology at Northwestern University and is currently serving as the Senior Vice President at the Spencer Foundation. Dr. Bang’s research focuses on the complexities of navigating multiple meaning systems in creating and implementing more effective and just learning environments in science, technology, engineering, arts, and mathematics education. Ananda Marin (African American, Choctaw [non-enrolled], European American descent) is an Assistant Professor of Social Research Methodology in UCLA’s Department of Education and faculty in American Indian Studies. Her research explores questions about the cultural nature of teaching, learning, and development. This interview with two Indigenous scholars provides educators with a chance to explore the possibilities of Indigenous worldviews on their climate change praxis. The scholars ask educators to consider how white and human supremacy are perpetuated in current educational paradigms. They discuss the necessity of transformations between relationships between humans and the natural world in fighting climate change. Bang and Marin underline the importance of education that immerses children in learning with places, paying attention to embodied, relational, axiological, and world-building dimensions of storying with lands.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"150 - 161"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44657023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2041979
T. Butler
Abstract In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women’s poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing.
{"title":"Disruptions at the edges: Ecotone crossing with Black and Indigenous creative pedagogues","authors":"T. Butler","doi":"10.1080/03626784.2022.2041979","DOIUrl":"https://doi.org/10.1080/03626784.2022.2041979","url":null,"abstract":"Abstract In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women’s poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"205 - 217"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46043401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2041980
A. Clarke
Abstract In this article, I theorize school abolition as a shift needed to unsettle education within current times of ecological precarity. As a practice and horizon, abolition reorganizes schooling’s ruling episteme by articulating humanity as a collective performance beyond the pedagogical paradigms of western man. Because racial capitalist schooling produced the political and economic subjects enacting socioecological destruction, even a progressive reformation of the school into a socially just institution will not save the planet. Disruptive pedagogy and insurgent curriculum are now an existential necessity, and school abolition offers a foundation for building liberatory alternatives. In this article, I consider school abolition by way of Gumbs’s experimental M Archive, which grounds three interrelated lines of speculation. First, I theorize schooling and extraction as two interrelated forms of violence, utilizing the work of Hartman, Ferreira da Silva, and Wynter to argue that both constitute material transformations essential to western humanism. Second, I suggest that school abolition is a natural consequence of climate catastrophe, drawing on Butler’s Parable of the Sower to illustrate the importance of learning and teaching forms of knowledge while surviving ecological precarity. Third, I speculate on the role of music, working with Jordan’s “The Talking Back of Miss Valentine Jones” to think more about collective and everyday forms of school abolition. These unique threads are connected by their account of how school and its abolition (dis)organizes collective definitions of humanity and its relationship with the environment.
{"title":"Songs of school abolition","authors":"A. Clarke","doi":"10.1080/03626784.2022.2041980","DOIUrl":"https://doi.org/10.1080/03626784.2022.2041980","url":null,"abstract":"Abstract In this article, I theorize school abolition as a shift needed to unsettle education within current times of ecological precarity. As a practice and horizon, abolition reorganizes schooling’s ruling episteme by articulating humanity as a collective performance beyond the pedagogical paradigms of western man. Because racial capitalist schooling produced the political and economic subjects enacting socioecological destruction, even a progressive reformation of the school into a socially just institution will not save the planet. Disruptive pedagogy and insurgent curriculum are now an existential necessity, and school abolition offers a foundation for building liberatory alternatives. In this article, I consider school abolition by way of Gumbs’s experimental M Archive, which grounds three interrelated lines of speculation. First, I theorize schooling and extraction as two interrelated forms of violence, utilizing the work of Hartman, Ferreira da Silva, and Wynter to argue that both constitute material transformations essential to western humanism. Second, I suggest that school abolition is a natural consequence of climate catastrophe, drawing on Butler’s Parable of the Sower to illustrate the importance of learning and teaching forms of knowledge while surviving ecological precarity. Third, I speculate on the role of music, working with Jordan’s “The Talking Back of Miss Valentine Jones” to think more about collective and everyday forms of school abolition. These unique threads are connected by their account of how school and its abolition (dis)organizes collective definitions of humanity and its relationship with the environment.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"108 - 128"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46851242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2041978
S. Phillips, Larissa Mclean Davies, S. Truman
Abstract As a curriculum area, English has been foundational to empire, invasion, and colonisation of Indigenous peoples the world over. It therefore requires considered scholarship to reimagine how to engage with and teach literature in English. In this article, we explore the enduring problem of English and its inheritances, as well as the ways in which Indigenous voices are currently manifest in classroom contexts. We then propose Indigenous relationality as the foundation and frame for new ways to read literature and understand the world. We consider the ways in which Indigenous cli-fi texts refuture relations and invite new modes of reading, focussing specifically on the way the concepts are taken up in Wright’s Carpentaria.
{"title":"Power of country: Indigenous relationality and reading Indigenous climate fiction in Australia","authors":"S. Phillips, Larissa Mclean Davies, S. Truman","doi":"10.1080/03626784.2022.2041978","DOIUrl":"https://doi.org/10.1080/03626784.2022.2041978","url":null,"abstract":"Abstract As a curriculum area, English has been foundational to empire, invasion, and colonisation of Indigenous peoples the world over. It therefore requires considered scholarship to reimagine how to engage with and teach literature in English. In this article, we explore the enduring problem of English and its inheritances, as well as the ways in which Indigenous voices are currently manifest in classroom contexts. We then propose Indigenous relationality as the foundation and frame for new ways to read literature and understand the world. We consider the ways in which Indigenous cli-fi texts refuture relations and invite new modes of reading, focussing specifically on the way the concepts are taken up in Wright’s Carpentaria.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"171 - 186"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44273531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2052638
J. T. Roane, Megan Femi-Cole, Preeti Nayak, E. Tuck
Abstract J.T. Roane is assistant professor of African and African American Studies in the School of Social Transformation at Arizona State University. Beginning in Fall 2022, Roane will serve as Andrew W. Mellon Assistant Professor in Africana Studies, Geography, and Global Racial Justice at the Institue for the Study of Global Racial Justice at Rutgers University-New Brunswick. He currently serves as the lead of the Black Ecologies Initiative at ASU’s Institute for Humanities Research. In this interview with Megan Femi Cole, Preeti Nayak, and Eve Tuck, J.T. Roane examines the ways that the quotidian practices of Black ecologies and the tradition of Black feminist ecological writing and praxis alongside the work of Indigenous sovereignties serve as the basis for an alternative future beyond ecological catastrophe in the context of Turtle Island and with implications beyond. In his responses to the important questions posed in this special issue, Roane centers the alternative worldmaking embedded in Black feminist praxis and related traditions, considering them as the seeds for a generative future beyond the current horizons of future extraction and disposability. Roane’s contributions to thinking about this in the context of pedagogy and curriculum emerges from his own struggles to transform discussions about the environment through the framework offered by Black ecologies as a mode of thinking together the reality that gendered racial capitalism sequesters Black communities to zones of expendability and also that these same communities possess the cultural resources and political insights to create meaningful alternatives (Hosbey & Roane, 2021; Roane & Hosbey, 2019).
{"title":"“The seeds of a different world are already alive in the everyday practices of ordinary Black and Indigenous people”: An interview with J.T. Roane","authors":"J. T. Roane, Megan Femi-Cole, Preeti Nayak, E. Tuck","doi":"10.1080/03626784.2022.2052638","DOIUrl":"https://doi.org/10.1080/03626784.2022.2052638","url":null,"abstract":"Abstract J.T. Roane is assistant professor of African and African American Studies in the School of Social Transformation at Arizona State University. Beginning in Fall 2022, Roane will serve as Andrew W. Mellon Assistant Professor in Africana Studies, Geography, and Global Racial Justice at the Institue for the Study of Global Racial Justice at Rutgers University-New Brunswick. He currently serves as the lead of the Black Ecologies Initiative at ASU’s Institute for Humanities Research. In this interview with Megan Femi Cole, Preeti Nayak, and Eve Tuck, J.T. Roane examines the ways that the quotidian practices of Black ecologies and the tradition of Black feminist ecological writing and praxis alongside the work of Indigenous sovereignties serve as the basis for an alternative future beyond ecological catastrophe in the context of Turtle Island and with implications beyond. In his responses to the important questions posed in this special issue, Roane centers the alternative worldmaking embedded in Black feminist praxis and related traditions, considering them as the seeds for a generative future beyond the current horizons of future extraction and disposability. Roane’s contributions to thinking about this in the context of pedagogy and curriculum emerges from his own struggles to transform discussions about the environment through the framework offered by Black ecologies as a mode of thinking together the reality that gendered racial capitalism sequesters Black communities to zones of expendability and also that these same communities possess the cultural resources and political insights to create meaningful alternatives (Hosbey & Roane, 2021; Roane & Hosbey, 2019).","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"129 - 138"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2041982
Astrida Neimanis, L. McLauchlan
Abstract Drawing on our experience co-teaching an undergraduate unit called “Gender and Environment,” we argue for an expansive feminist approach to teaching climate change that embodies the content of the unit in its classroom practice. This requires: (a) understanding the classroom not as separate from the phenomenon of climate change but as one of its sites, striated by the diverse bodies, histories, and other materialities that comprise it; (b) a rigorous understanding of climate change as a feminist issue, inseparable from crises of colonialism, white supremacy, patriarchal power, and violent body normativities; and (c) a commitment to responsive and accountable pedagogies. Here, the feminist environmental humanities concept and method of “composting” (Hamilton & Neimanis, 2018) helps describe how environmental matters can be mulched together with key social justice concepts and insights in order to nourish new possibilities for climate change pedagogies. Composting thus becomes a metaphoric guide for how we configure the work of teaching climate change—not as masterful dissemination of privileged knowledge but as a co-worlded pedagogy that learns from intersectional, anticolonial, queer, and crip perspectives. This pedagogy thus also contributes to growing more accountable and responsive feminisms within and beyond the classroom. The first half of this article explores how an understanding of both climate change and composting manifest in the context of our co-taught unit. In the second half, we offer a scrapbook—produced with care and joy but necessarily condensed and incomplete—that exemplifies some of the ways that we put this framing into practice.
{"title":"Composting (in) the gender studies classroom: Growing feminisms for climate changing pedagogies","authors":"Astrida Neimanis, L. McLauchlan","doi":"10.1080/03626784.2022.2041982","DOIUrl":"https://doi.org/10.1080/03626784.2022.2041982","url":null,"abstract":"Abstract Drawing on our experience co-teaching an undergraduate unit called “Gender and Environment,” we argue for an expansive feminist approach to teaching climate change that embodies the content of the unit in its classroom practice. This requires: (a) understanding the classroom not as separate from the phenomenon of climate change but as one of its sites, striated by the diverse bodies, histories, and other materialities that comprise it; (b) a rigorous understanding of climate change as a feminist issue, inseparable from crises of colonialism, white supremacy, patriarchal power, and violent body normativities; and (c) a commitment to responsive and accountable pedagogies. Here, the feminist environmental humanities concept and method of “composting” (Hamilton & Neimanis, 2018) helps describe how environmental matters can be mulched together with key social justice concepts and insights in order to nourish new possibilities for climate change pedagogies. Composting thus becomes a metaphoric guide for how we configure the work of teaching climate change—not as masterful dissemination of privileged knowledge but as a co-worlded pedagogy that learns from intersectional, anticolonial, queer, and crip perspectives. This pedagogy thus also contributes to growing more accountable and responsive feminisms within and beyond the classroom. The first half of this article explores how an understanding of both climate change and composting manifest in the context of our co-taught unit. In the second half, we offer a scrapbook—produced with care and joy but necessarily condensed and incomplete—that exemplifies some of the ways that we put this framing into practice.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"218 - 234"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48618796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2041977
Benjamin D. Scherrer
Abstract What emerges when climate-related displacement is positioned in conversation within the relational practices of collective resistance and oral tradition? In this article, I consider climate displacement and community placement through multiple layers within present day ecologies, narrative texts, and longer views of time. Situated within Black ecologies, I apply both archival stories and current research to think beyond plantation logics, with river ecosystems and wetlands, extending concepts of climate change education. The article is layered in place and time through the writing of Louisiana author Ernest Gaines, centering Black epistemologies, oral traditions, and storied pedagogies of place. Relating the ecological roles and intimacies of water in and beyond the colonizing US settler state might unsettle current universalized notions of displacement and climate change education.
{"title":"“Like you can tell a river where to go”: Floods, ecological formations, and storied pedagogies of place","authors":"Benjamin D. Scherrer","doi":"10.1080/03626784.2022.2041977","DOIUrl":"https://doi.org/10.1080/03626784.2022.2041977","url":null,"abstract":"Abstract What emerges when climate-related displacement is positioned in conversation within the relational practices of collective resistance and oral tradition? In this article, I consider climate displacement and community placement through multiple layers within present day ecologies, narrative texts, and longer views of time. Situated within Black ecologies, I apply both archival stories and current research to think beyond plantation logics, with river ecosystems and wetlands, extending concepts of climate change education. The article is layered in place and time through the writing of Louisiana author Ernest Gaines, centering Black epistemologies, oral traditions, and storied pedagogies of place. Relating the ecological roles and intimacies of water in and beyond the colonizing US settler state might unsettle current universalized notions of displacement and climate change education.","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":"52 1","pages":"187 - 204"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41361468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-15DOI: 10.1080/03626784.2022.2052639
S. Nelson-Barber, D. Hill, Preeti Nayak, Fikile Nxumalo
Abstract Sharon Nelson-Barber, a sociolinguist, directs Culture & Language in STEM Education within WestEd’s Science and Engineering content area. She is co-founder of POLARIS—Pacific/Polar Opportunities to Learn, Advance and Research Indigenous Systems—a research and development network that supports healthy communities by integrating Indigenous perspectives with new frontiers of knowledge that strengthen educational transformation. In this interview, we talk to Nelson-Barber about the Indigenous communities she works with and is a part of in the Pacific and Polar regions and the pressing climate change stories that illustrate the seriousness and urgency of adaptation. In the context of climate-induced displacement of Indigenous homelands, Nelson-Barber emphasizes the importance of engaging multiple knowledge systems when thinking and strategizing around climate change education. Thinking within the tension between standardization and localization, Nelson-Barber underscores how careful collaboration with Indigenous elders, Knowledge Keepers, and communities is vital for adaptation knowledge to be passed down within communities and for education systems to be responsive to local contexts.
摘要Sharon Nelson Barber是一位社会语言学家，在WestEd的科学与工程内容领域指导STEM教育中的文化与语言。她是POLARIS（太平洋/极地学习、推进和研究土著系统的机会）的联合创始人，这是一个研发网络，通过将土著观点与加强教育转型的新知识前沿相结合，支持健康社区。在这次采访中，我们与Nelson Barber谈论了她在太平洋和极地地区合作并参与其中的土著社区，以及说明适应的严重性和紧迫性的紧迫气候变化故事。在气候导致土著家园流离失所的背景下，Nelson Barber强调了在围绕气候变化教育进行思考和制定战略时，参与多种知识体系的重要性。在标准化和本地化之间的紧张关系中思考，Nelson Barber强调，与土著长老、知识守护者和社区的谨慎合作对于在社区内传递适应知识和教育系统对当地环境的响应至关重要。
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