Imagining alternative climate futures in higher education

Abstract

Across the globe, interdisciplinary and creative approaches to climate change education are crucial at all levels, particularly in higher education. In this article, I draw from insights working with a class at New Mexico State University in the United States. The aim was to examine approaches to understanding, communicating, and representing climate change. Each student was asked to compose a narrative in which they imagined the year 2100 as a time when we have adequately mitigated and/or adapted to the climate crisis. The assignment set the tone for collective action and foregrounded the importance of story and imagination in building just and sustainable futures. The class complemented a public climate change speaker series and, as a second assignment, students suggested which speakers to invite to shape the series in the future. The two assignments opened new spaces to empower, learn with and from, and build connections between university students and academic staff to shape climate discourse and action in communities. Reflecting on what was learned, sharing an example of a climate futures assignment, and presenting views on a collaborative approach to climate change education all add, I hope, to the literature on imagining futures, empowerment, and authentic learning in climate change education.