Understanding and Knowing Climate Change: Teaching Climate Science, Justice, and Storytelling

Abstract

Click to increase image sizeClick to decrease image size AcknowledgementsFirst and foremost, this article would not be possible without my students. Their questions about and ambitions for the future are what inspire me to teach about climate change in the ways that I do, as an important topic that must be addressed with both critique and care. Second, I am grateful to all the teachers who taught me. I am especially grateful to Karen Frey at Clark University (who I mention in my introduction), whose passion for teaching climate change has been foundational for how I teach. Finally, I am thankful to all teachers everywhere. You all make the world go round. Any mistakes are, of course, my own.Disclosure StatementNo potential conflict of interest was reported by the author.Additional informationFundingResearch for this article was made possible by funding from the National Science Foundation (Award #1853036), the Robert and Patricia Switzer Foundation, and the Edna Bailey Sussman Foundation.Notes on contributorsDylan M. HarrisDylan M. Harris is an assistant professor in the Department of Geography and Environmental Studies at the University of Colorado Colorado Springs, USA. His research focuses on the stories we tell (and don’t tell) about climate change, focusing specifically on intersections of climate justice, energy justice, and just transitions.