Overview

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth's decreasing habitability.Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors' discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis. The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow's teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators. FEATURES: Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K–12, post-secondary, and more Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education Features discussion prompts in each chapter to enhance student engagement with the material

Full Product Details

Author:   Alysha J. Farrell ,  Candy Skyhar ,  Michelle Lam
Publisher:   Canadian Scholars
Imprint:   Canadian Scholars
Weight:   0.363kg
ISBN:  

9781773382821

ISBN 10:   1773382829
Pages:   338
Publication Date:   29 July 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Acknowledgements Learning to Teach on the Edge of the Anthropocene Part Ⅰ: Challenges to Teacher Education Practice and Praxis Chapter 1: Weaving Critical Education Perspectives in Teaching for Social and Ecological Justice Chapter 2: Schools and Communities: Interdisciplinary Learning and the Ecological Crises of the Anthropocene Chapter 3: Recognizing and Addressing Influential Root Metaphors: The Key to Reorienting Teaching and Teacher Education in the Anthropocene Chapter 4: ""Country"" Is My Gender, the Good Girl, and Ecojustice Education Chapter 5: Indigegogy: Using Indigenous Ways in Teaching Chapter 6: Listening, Witnessing, Connecting: Histories and Storytelling in the Anthropocene Part Ⅱ: The Affective Dimensions of Teaching in the Face of the Earth's Decreasing Habitability Chapter 7: To Love and to Teach Other People's Children in the Face of the Climate Crisis Chapter 8: What Good Is a Poem When the World Is on Fire? Chapter 9: Hope in Action as a Pedagogical Response to Climate Crisis and Youth Anxiety Chapter 10: Nurturing Embodied Agency in Response to Climate Anxiety: Exploring Pedagogical Possibilities Part Ⅲ: Relational Pedagogies in the Anthropocene Chapter 11: Embodying Ceremony as Pedagogy: The Role of School Administration in Reconceptualizing Indigenous Education in the Anthropocene Chapter 12: Plantation Logics and STEM Economics: Make Kin as Education for Multispecies' Flourishing Chapter 13: Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development Chapter 14: Of What's Now and What's Next: Poetry, Narrative, and Reimagining Teacher Education(s) beyond Received Anthropocentric Chauvinism Chapter 15: Growing Rural Capacity for Responding to the Anthropocentric Exigencies of Our Time Chapter 16: Looking the Gift Horse in the Mouth: Climate Refugees and the Role of Education in Promoting Inclusivity Part Ⅳ: Igniting the Empathic Imaginations of Tomorrow's Teachers Chapter 17: Unsettling Climate Education: The Youth Are Waking Up and Walking Out. As Educators, How Do We Join Them? Chapter 18: ENVIROdigiART in the Age of the Anthropocene: A Reorientation of Teaching and Learning in Digital Artistic/Scientific Practices Across the Curriculum Chapter 19: Deep Listening by the Sojourners Collective Chapter 20: Teaching Geography Education in the Anthropocene: Focusing on Settler Colonialism, Slow Violence, and Solidarity Building in New Brunswick through DIY Art Production Chapter 21: Wasteland Climate Anxiety: Meaningful (Teacher) Education Children's Voices Calling Us to Action at the Edge of the Anthropocene Glossary Author Biographies Index"

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Author Information

Alysha J. Farrell, PhD, lives in Brandon, Manitoba, which is located on the traditional homelands of the Dakota, Anishanabek, Cree, Oji-Cree, Dene, and Métis peoples. She is an Associate Professor in the Faculty of Education at Brandon University who is passionate about nurturing ecosophical orientations in the study of curriculum, pedagogy, and educational leadership. Candy Skyhar, PhD, is an Associate Professor in the Faculty of Education (Department of Curriculum and Pedagogy) at Brandon University. Her research interests include rural education and capacity building, teacher professional development (particularly in rural contexts), mathematics education, and teacher identity. Michelle Lam, PhD, is the director of Brandon University's Centre for Aboriginal and Rural Education Studies. She was an English as an Additional Language teacher for over ten years and was the Director of Teacher Training and Development for Lucas Detech Institute in Vietnam.

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