International perspectives on the pedagogy of climate change

Perkins, Krystal M.; Munguía, Nora; Moure‐Eraso, Rafael; Delakowitz, Bernd; Giannetti, Biagio F.; Liu, Gengyuan; Nurunnabi, Mohammad; Will, Markus; Velázquez, Luis

doi:10.1016/j.jclepro.2018.07.296

Cited by 70 publications

(52 citation statements)

References 26 publications

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“…Our paper provides geography programme teams with insights into good practice and recommendations for enhancing their teaching around climate change and other wicked problems. In doing so, our paper also contributes to broader, ongoing debates around the nature of contemporary undergraduate geography education (e.g., Gormally, 2019;Lewin & Gregory, 2019;Sproken-Smith, 2013;Walkington et al, 2018), authentic learning (e.g., Pitchford et al, 2021) and climate change education (e.g Fahey, 2012;Haslett et al, 2011;Perkins et al, 2018;Robinson, 2009Robinson, , 2015. The following literature review addresses wicked problems, climate change and authenticity.…”

Section: Introductionmentioning

confidence: 84%

“…We found examples of authentic learning scattered throughout geography programmes. Although interviewees were aware of the value of authentic learning about climate change (e.g., Perkins et al, 2018), many reported a dominance of traditional, didactic approaches (lectures, seminars) to teaching climate change. Examples of authentic learning included collecting large datasets using low-cost sensors, discussing climate change with European officials, and one example of working on a live climate change project with the local city council.…”

Section: Authentic Learningmentioning

confidence: 99%

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Teaching (super) wicked problems: authentic learning about climate change

Cross

Congreve

2020

Journal of Geography in Higher Education

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Climate change is a 'super-wicked' problem associated with challenges including food security, mass migration and biodiversity loss. Young people are increasingly expecting their university education to prepare them to address these challenges. This requires universities to go beyond scientific accounts of climate change, and to engage students in the complex interactions between social, economic and environmental systems. Authentic learning develops students' understanding of 'real-world' challenges and is well aligned with pedagogical traditions in geography. We researched the extent to which climate change is framed as a wicked problem and how students undertake authentic learning about it in UK and Ireland undergraduate geography programmes. Our findings show that while authentic approaches to teaching climate change can be well developed at module level, programme design lacks coherence. Teaching focuses on climate problems rather than progressively scaffolding students' skills for finding effective solutions. We propose that academic developers have significant potential to enhance climate change teaching. We present seven principles for geography programme teams to improve climate change teaching in degree programmes. The wicked problems concept emerged at a time of social unrest and growing environmental consciousness and so remains a powerful way to frame teaching about global challenges.

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Section: Introductionmentioning

confidence: 84%

Section: Authentic Learningmentioning

confidence: 99%

Teaching (super) wicked problems: authentic learning about climate change

Cross

Congreve

2020

Journal of Geography in Higher Education

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“…Finally, while the COVID-19 pandemic and the climate crisis have touched every community, they have disproportionately impacted the Global South, Black and Latino communities in the U.S., and underserved communities, like rural and immigrant populations. Consequently, any effort to transfer these lessons to the climate crisis will need to be attuned to specific social and cultural contexts ( Perkins et al, 2018 ). For example, the predominance of informal economies in many Latin American and African countries speak to the importance of equitable, culturally informed, low-carbon solutions that build resilience in the Global South.…”

Section: Resultsmentioning

confidence: 99%

COVID-19 pandemic lessons to facilitate future engagement in the global climate crisis

Perkins

Munguía

Ellenbecker

et al. 2021

Journal of Cleaner Production

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The COVID-19 pandemic was declared a Public Health Emergency of International Concern (PHEIC) in January 2020. Since then, 10 million cases and nearly 500,000 deaths have been reported globally. The sudden coronavirus global pandemic has also pointed to the importance of tackling the global climate crisis even more urgently. This article discusses six lessons drawn from the COVID-19 pandemic that can inform and facilitate greater future engagement in the global climate crisis. These lessons were identified through monitoring and analyzing media coverage of COVID-19 related events during the initial onset of COVID-19 in late January 2020 to June 30, 2020. The key lessons included the potentiality of reducing fossil fuel consumption and greenhouse emissions, the significance of responding late, a case for strong sustainability, the limits of rugged individualism, a (mis)trust in science, and the possibility of large-scale change. The insights put forward point to the fact that, like the COVID-19 pandemic, people need to continue to attach their health to expectations of government action in the context of the global climate crisis.

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“…Therefore, one opportunity to reduce environmental and health risks within the household waste stream at this small rural population is educating and training town residents to separate waste at home. Climate change is another hot topic that must be included in educational/training efforts (Perkins et al 2018). Universities and research centers might be ke allies to support small rural location while keeping the investment affordable (Velazquez et al 2000).…”

Section: Resultsmentioning

confidence: 99%

A household waste stream analysis in a rural Mexican location

Velázquez

Anaya

Contreras-Aganza

et al. 2020

CEREM

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Abstract: Aim: This paper presents a waste stream exploratory study with the purpose of identifying opportunity gaps to reduce environmental and health risks within the household waste stream in a small rural population in Northwestern Mexico by following the waste management hierarchy. Design / Research methods: The study consisted of three phases. Firstly, a one-stage cluster sampling was conducted to characterize the household waste in this rural population. A cluster in this study was a block. There were 54 clusters, but only 40 with occupied houses. The clusters were selected by simple random sampling. During the second phase of this study, a survey was conducted to examine the waste management practices of the residents of sampled houses. Considering that 51 were the habited houses in the sampled clusters, a simple random sampling for finite populations was selected. Finally, a quadrat sampling method was conducted. The total area of the municipal landfill site was divided into black and white quadrats. The white color was represented by tails while the black color was represented by heads. The color of the sampled quadrats was selected after 50 flip virtual coins for true randomness. Conclusions/findings: Findings in this study indicate the willingness of the inhabitants in this rural location to participate in source reduction initiatives. Findings also showed that organic waste was the predominant material in the household waste composition. Therefore, there are opportunities to enhance composting at home or even implement a community composting program. The riskier situations revealed by this study were observed at the landfill site where air emissions and leachate occurred. Originality/value of the article: Based on the waste stream analysis, there are some opportunities to reduce the environmental and health risks in a small rural zone in Northwestern Mexico. In this regard, this study can serve as an example to analyze and compare sustainable opportunities in other rural zones around the world. Keywords: Waste management, Rural Development, Landfill, Waste Stream Analysis. JEL: Q510, Q530, R110

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International perspectives on the pedagogy of climate change

Cited by 70 publications

References 26 publications

Teaching (super) wicked problems: authentic learning about climate change

Teaching (super) wicked problems: authentic learning about climate change

COVID-19 pandemic lessons to facilitate future engagement in the global climate crisis

A household waste stream analysis in a rural Mexican location

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