How to Confront Climate Denial: Literacy, Social Studies, and Climate Change. Research and Practice in Social Studies Series

Autor/inn/en	Damico, James S.; Baildon, Mark C.
Titel	How to Confront Climate Denial: Literacy, Social Studies, and Climate Change. Research and Practice in Social Studies Series
Quelle	(2022), (176 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6721-4
Schlagwörter	Leitfaden; Unterricht; Lehrer; Social Studies; Climate; Environmental Education; Inquiry; Active Learning; Barriers; Conservation (Environment); Political Influences; Corporations; Critical Literacy; Teaching Methods; Evidence Based Practice; Citizen Participation; Economic Development; Learning Processes; Sustainability; Futures (of Society); Political Attitudes; Instructional Innovation; Beliefs; Trust (Psychology); Scientific Research; Misconceptions + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Gemeinschaftskunde; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Aktives Lernen; Conservation; Environment; Konservierung; Bewahung; Umwelt; Political influence; Politischer Einfluss; Unternehmen; Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Wirtschaftsentwicklung; Learning process; Lernprozess; Nachhaltigkeit; Future; Society; Zukunft; Political attitude; Politische Einstellung; Educational Innovation; Bildungsinnovation; Belief; Glaube; Missverständnis
Abstract	Climate change and climate denial have remained largely off the radar in literacy and social studies education. This book addresses that gap with the design of the "Climate Denial Inquiry Model" (CDIM) and clear examples of how educators and students can confront two forms of climate denial: "science denial" and "action denial." The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to "ecojustice stories-to-live by" that invite teachers and students to consider more just and sustainable futures. This book features: (1) An innovative model to help educators address climate science denial and climate action denial; (2) Clear examples of how to integrate critical literacies designed specifically for climate denial; (3) Concrete climate- and inquiry-based teaching and learning pathways in literacy and social studies with much potential for connections across other content areas; and (4) A path from destructive stories steeped in climate denial to more just and sustainable futures. (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01