Supporting climate action through digital education
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Contents

  • Introduction: the need for climate education
  • This course
  • Collaboration
  • Your reflective notes
  • Introduction
  • 1 What skills do learners need?
    • 1.1 A broader focus
  • 2 Climate anxiety
    • 2.1 Your own wellbeing
      • 2.1.1 Outside and active
      • 2.1.2 Mindfulness
      • 2.1.3 Practising gratitude
      • 2.1.4 Sharing with others
    • 2.2 Addressing climate anxiety
    • 2.3 Climate cafés
      • 2.3.1 Glasgow Meeting House
    • 2.4 Tom’s story
  • 3 Individual actions
    • 3.1 Transport as an example of individual action
  • 4 Summary
  • Introduction
  • 1 Climate justice
    • 1.1 Understanding climate justice
    • 1.2 Climate injustice is a social issue
    • 1.3 Inequality, responsibility and representation
      • 1.3.1 Climate justice – a movement of many movements
      • 1.3.2 Opening up space for politics in teaching and learning
    • 1.4 Transformative learning and critical pedagogy
      • 1.4.1 About critical pedagogy
      • 1.4.2 Transformative learning and the climate crisis
      • 1.4.3 The challenge of using critical pedagogies
  • 2 Democratic participation and political action
    • 2.1 The relationship between politics and the climate crisis
    • 2.2 Global citizenship education
    • 2.3 Civic engagement and climate-related politics
      • 2.3.1 How can educators support young people’s civic engagement?
      • 2.3.2 The value of intergroup contact
    • 2.4 Intergenerational dialogue
      • 2.4.1 Creating dialogic spaces for climate education and action
      • 2.4.2 Example: Philosophy for Children
      • 2.4.3 Challenges around intergroup contact and intergenerational dialogue in educational settings
  • 3 Young activists
    • 3.1 Youth activism programmes
    • 3.2 Individual activists’ stories
    • 3.3 Case study: Vanessa Nakate
    • 3.4 Supporting young activists
      • 3.4.1 Addressing intergenerational issues
      • 3.4.2 Disobedience for social transformation
  • 4 Mid-course quiz
  • 5 Summary
  • Introduction
  • 1 Teaching across disciplines
    • 1.1 Practical considerations
      • 1.1.1 Rethinking our educational aims and learning outcomes
      • 1.1.2 Knowledge
      • 1.1.3 Skills
      • 1.1.4 Values/attitudes
      • 1.1.5 Competencies
    • 1.2 Curricular infusion
      • 1.2.1 Climate and health
      • 1.2.2 The provision of healthcare
      • 1.2.3 Incorporating climate change into the healthcare curriculum
    • 1.3 Examples of curricular infusion
      • 1.3.1 English language education
      • 1.3.2 The power of the arts
      • 1.3.3 The Turn It Around project
      • 1.3.4 Small Solutions for Big Problems
      • 1.3.5 Creative writing
  • 2 The power of photography
    • 2.1 The risks of climate-related photography
    • 2.2 Sources of images
  • 3 The role of technology
    • 3.1 The growth and impact of technology
    • 3.2 Technology, capitalism and the climate
    • 3.3 The positive impact of technology
    • 3.4 Education, activism and digital technologies
      • 3.4.1 Technology and activism
      • 3.4.2 Digital repression
      • 3.4.3 Technology, activism and education
    • 3.5 Social media
      • 3.5.1 A help or a hindrance?
      • 3.5.2 Spreading the message
  • 4 Summary
  • Introduction
  • 1 Citizen science
    • 1.1 What is citizen science?
    • 1.2 Citizen science and the climate emergency
      • 1.2.1 The value of local participation
      • 1.2.2 Critiques of citizen science
    • 1.3 Developing a citizen science project
  • 2 Collaboration and collective action
    • 2.1 The Community of Inquiry framework
    • 2.2 Theories of collaborative learning
    • 2.3 Virtual exchange
      • 2.3.1 Virtual exchange in practice
      • 2.3.2 Implementing virtual exchanges
    • 2.4 Case study: virtual exchange
  • 3 Your plans and ongoing support
    • 3.1 Planning for your practice
    • 3.2 Your climate education action plan
    • 3.3 Ongoing support
  • 4 End-of-course quiz
  • 4 Summary
  • References
  • Acknowledgements

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