How Can We Confront Climate Denial? Critical Literacy+, Eco-Civic Practices, and Inquiry

Autor/inn/en	Damico, James; Baildon, Mark; Panos, Alexandra
Titel	How Can We Confront Climate Denial? Critical Literacy+, Eco-Civic Practices, and Inquiry
Quelle	In: Journal of Adolescent & Adult Literacy, 66 (2023) 4, S.257-266 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Damico, James) ORCID (Baildon, Mark) ORCID (Panos, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1276
Schlagwörter	Climate; Resistance (Psychology); Critical Literacy; Inquiry; Models; Teaching Methods; Reflection; Ecology; Justice + Suchen Sie Ihr Suchwort? Klima; Resistenz; Kritisches Lesen; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Ökologie; Gerechtigkeit
Abstract	While scientific consensus about human-caused climate change has been clear for decades, denial of this science "and" denial about the need for timely, responsive action continue in the United States and around the world. The "Climate Denial Inquiry Model" can help educators grapple with the complex components of this denial with critical literacy+ and eco-civic practices of deliberation, reflexivity, and counter-narration to help investigate climate denial texts, stories, contexts, and philosophies. This charts a pathway toward ecojustice-centered stories-to-live by. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01