Introduction: Environmental Humanities Approaches to Climate Change

Higgins, David; Somervell, Tess; Clark, Nigel

doi:10.3390/h9030094

Cited by 5 publications

(1 citation statement)

References 29 publications

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“…This would meet the call to develop Climate Change Education (CCE) in an inter-/multidisciplinary manner (Horn et al, 2022) and also specifically to involve the humanities in this (Allison and Miller, 2019). The added value of humanities in approaching climate change is also explained and illustrated in the special issue "Environmental Humanities Approaches to Climate Change" (introduced by Higgins et al, 2020). By offering critique and "analyzing, nuancing, and challenging totalizing narratives" (Higgins et al, 2020, 1), the humanities can, for instance, stimulate underprivileged groups to respond to climate change, help to frame climate change-related issues and narratives in a socially just way, and encourage students to think critically about these issues (Higgins et al, 2020, 2-3).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Ecocritical analysis of “glocal” essays on Lived Experiences of Climate Change in higher education

Herten

Perez

2022

Front. Sustain.

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As a “super-wicked problem,” climate change deserves a multidisciplinary approach in higher education that actively engages students with this global issue that has both local and regional consequences. The online short learning program “Climate change: from global to local action” combines environmental scientific, economic, and social knowledge. The conceptual model of Lived Experience of Climate Change (LivExpCC) aims at engaging students with climate change and explicitly adds the human dimension. Students write an essay using the LivExpCC-model: they connect their personal and local experiences with regional proximate influences and with broader global contextual influences of climate change. This stimulates the knowledge–reflection–engagement–action cycle. We analyze student essays from an environmental humanities perspective, looking specifically at distances (spatial and temporal distances and distances in interest). The results of these ecocritical analyses show that limited local distances and vivid inherited histories reflect the awareness of students of the effects of climate change and how they engage with it in different ways.

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Section: Theoretical Backgroundmentioning

confidence: 99%