If Naomi Klein and others are right that there is no way out of the climate change crisis within the current political and economic system, then teaching radically about climate change should be natural and easy. But an unvarnished picture of the current situation and of the impending disasters can all too easily lead to resignation, even despair, if not denial. How then can radical teachers engage with their students around this issue in a way that brings empowerment as well as understanding?
For an upcoming issue of Radical Teacher, we are seeking articles that describe efforts (mixed or unsuccessful as well as triumphant) to come to grips with the challenges of teaching about climate change, in K-12 as well as in college classrooms.
We would like proposals (and full articles) on such questions as the following:
*How "radical" and how useful for teaching are such currents as ecofeminism, social ecology, deep ecology, etc.?
*How can classroom learning link with action outside the classroom? What does activism mean for teaching and what does teaching mean for activism?
*How might we (or should we?) simultaneously support and critique individual actions and liberal reforms in our teaching?
*What is happening with efforts to force colleges and other institutions to divest from fossil fuel industries?
*How can we connect climate change to issues of social justice, such as racism, sexism, inequality, and other concerns of radical teachers?
*Climate change will most likely hit (and is already hitting) poor countries hardest. What does this mean for radical teaching in the United States about climate change?
*How have educators dealt with attacks on academic freedom in the teaching of climate science?
Please send proposals to James Davis (firstname.lastname@example.org) and Bob Rosen (email@example.com). Full articles, if requested, will be due February 1, 2015.
|Teaching across borders suggests endless possibilities for progressives seeking to make a difference in their students’ lives within the context of globalization. But such teaching often gets snarled in difficult political and pedagogical questions. Variations in expectations, culture, language, and politics become acute outside one’s home turf. Unfamiliar institutional and political contexts impinge on classroom dynamics. In such situations teachers may confront divisive reminders of the separateness of “them” and “us.” While there can be much good in working together across cultural, political and economic divides, problems in meshing local notions of curriculum and pedagogy and imported ones expose the conflicts in these situations. Ultimately the issue is one of power—as it is enacted in class within teacher/student relations; as it is perceived socially in light of the place education has in a given society; and whenever inequalities of intellectual status pit visiting instructors and their hosts against one another.