Rethinking Climate Education: Climate as Entanglement

Autor/in	Verlie, Blanche
Titel	Rethinking Climate Education: Climate as Entanglement
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 53 (2017) 6, S.560-572 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1357555
Schlagwörter	Climate; Environmental Education; Ecology; Scientific Literacy; Scientific Principles; Scientific Concepts; Educational Practices; Curriculum Development; Educational Objectives; Educational Theories; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ökologie; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	Climate change education often relies on climate science's mantra that climate change is human induced, not natural. In a posttruth world, this can seem unequivocally necessary. However, I worry that this perpetuates the human/nature dualism and may thus reiterate the very distinction we are seeking to transgress. In this article, I outline my efforts toward conceptualizing a climate pedagogy that does not presuppose and reinforce this anthropocentrism and representationalism, while working for informed climate response-ability. Working with Barad's concept of entanglement (2007) and atmospheric temperature as an example, I show that "we are part of that climate we" seek to understand. I contend that neither the human nor the atmosphere (and by extension, the climate) preexist their intra-action, but rather, that they are ontologically inseparable (entangled). Through material-discursive apparatuses such as (but not limited to) the practices of climate science, the climate and the human are contingently, agentially coconstituted. Climate as an entanglement thus accounts for how climate science works while foregrounding how climate, climate knowers, and climate knowledge co-emerge. Pedagogically, this moves us from knowing about climate--which implies a disconnected knower and a static world--to diverse, worldly practices of "climating" and "becoming-climate." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01