{"title":"After the Flood","authors":"Ben Screech","doi":"10.24926/cle.v2i1.6226","DOIUrl":"https://doi.org/10.24926/cle.v2i1.6226","url":null,"abstract":"Sarah Guillory’s 2022 novel Nowhere Better Than Here explores how young people can take a proactive role in helping their community to mitigate the effects of ecological damage caused by climate change. The novel tells the story of Jillian Robichaux, whose Louisiana home is threatened by coastal erosion. Upon rescuing a box of old photographs of her town, Jillian is forced to contend with the extent to which her town is now almost unrecognizable due to the constant intrusion of flood waters. Jillian and her friends launch a project to plant marsh grass to counter the creeping erosion. In this way, Guillory balances dystopian aspects with a more optimistic outlook, in exploring the role of child agents in engaging in tangible actions to offset the effects of climate change.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":" 476","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Playing your part”:","authors":"Ben Screech","doi":"10.24926/cle.v2i1.6227","DOIUrl":"https://doi.org/10.24926/cle.v2i1.6227","url":null,"abstract":"I was granted an interview with Sarah Guillory with the intention of publishing this in tandem with my article “After the Flood.” The conversation develops many of the themes of the article, especially the author’s belief in the importance of resilience as a trait that will help young people in tackling the climate crisis.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":" 474","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Confronting Climate Denial with an Intergenerational Conversation/Song","authors":"James Damico","doi":"10.24926/cle.v2i1.6219","DOIUrl":"https://doi.org/10.24926/cle.v2i1.6219","url":null,"abstract":"On September 19, 2019, millions of people worldwide participated in youth-led climate strikes. This article considers an artistic response to one of these strikes in a small Midwestern community in the United States. The response is a song and video framed as a conversation between youth and adults about climate change denial. Climate justice requires ongoing conversations with adults bearing responsibility for listening intently to the voices of youth advocating for climate justice. Educators can help foster a deeper understanding of our current reality and inspire more timely and comprehensive climate action with arts-based approaches. There is potential for songwriting, as a form of literacy practice, to be more widely applied in K-12 schools and teacher education to further enrich a collective understanding and commitment to addressing climate challenges.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ricardo Ramos, Maria José Rodrigues, Isilda Rodrigues
{"title":"Climate Change Denialism","authors":"Ricardo Ramos, Maria José Rodrigues, Isilda Rodrigues","doi":"10.24926/cle.v2i1.6150","DOIUrl":"https://doi.org/10.24926/cle.v2i1.6150","url":null,"abstract":"Climate denialism is a spectrum spanning outright denial and degrees of skepticism about the reality of climate change. Denialism is fueled by disinformation or imprecise information that finds fertile ground on social media and takes advantage of the users’ fears and vulnerabilities, such as a lack of climate literacy and critical thinking. In this article, we offer examples of how to refute climate change denialism and expand notions of climate literacy to include the capacity to both identify and respond to climate disinformation.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social Justice, Human Rights, and Environmental Crisis in Álvaro Colomer's Ahora llega el silencio (2019)","authors":"Antonella De Sena","doi":"10.24926/cle.v2i1.6006","DOIUrl":"https://doi.org/10.24926/cle.v2i1.6006","url":null,"abstract":"The novel Ahora llega el silencio (2019) by Álvaro Colomer is a recent example of Spanish ecofiction, exploring themes of environmental and social justice in a post-apocalyptic setting. This article shows the novel’s potential to address human rights, gender equality, social justice, climate and environmental issues. Through a story of survival and unity in the face of chaos, Colomer's work delivers a timely message about the need for cooperation, respect, and environmental stewardship for a better future.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Democracy and Kinship in Nausicaä of the Valley of the Wind","authors":"Nick Kleese","doi":"10.24926/cle.v2i1.6191","DOIUrl":"https://doi.org/10.24926/cle.v2i1.6191","url":null,"abstract":"This article argues that Nausicaä of the Valley of the Wind provides generative openings for young people to imagine egalitarian political relations with non-human animals. At the same time, the film also reproduces the all-too-common image of the young monarch who almost single-handedly saves their people from destruction: an autocratic and authoritarian impulse that runs contrary to what a truly ecological democracy might look like. Nevertheless, I propose that educators might still use Nausicaä to help young people think through the politics of climate-minded media.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Implementing Ecojustice Praxis in Children's Literature Courses","authors":"Karen Hindhede","doi":"10.24926/cle.v2i1.5855","DOIUrl":"https://doi.org/10.24926/cle.v2i1.5855","url":null,"abstract":"Faculty must do more to include ecojustice pedagogy, including climate change education, in higher education. This article describes how I infused ecojustice pedagogy into my undergraduate children's literature course. I share my experiences on developing an ecojustice praxis over a three-semester period. Using the three prongs of sustainability (ecology, economics, and equity), I provide suggestions for incorporating texts, vocabulary, and heuristics, specific activities and assignments.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"78 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Staying with the Climate Trouble","authors":"Lee Zimmerman","doi":"10.24926/cle.v1i2.5611","DOIUrl":"https://doi.org/10.24926/cle.v1i2.5611","url":null,"abstract":"Trying to introduce the climate crisis into the classroom as a crisis presents us with a pedagogical challenge: how to contain the crisis without foreclosing it? Focusing on Naomi Klein’s How to Change Everything, I suggest that attempts to contain eco-anxiety mainly by stressing “what students can do” risk foreclosing the crisis by obscuring its real urgency. Rather than offering what Jenny Offill ironically calls an “obligatory note of hope,” we might consider that our deepest obligation isn’t to alleviating eco-anxiety but to helping students listen to and be guided by it: to help students, as Donna Haraway puts it, “stay with the trouble.”","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Building a Database and Website for Eco-fiction Resources","authors":"Mary Woodbury","doi":"10.24926/cle.v1i2.5524","DOIUrl":"https://doi.org/10.24926/cle.v1i2.5524","url":null,"abstract":"This essay provides contemporary explanations of the eco-fiction genre and how Dragonfly.eco—a collaborative project exploring such fiction—has evolved over the last ten years. The site's curator, Mary Woodbury, offers a tour guide of the content: reviews, author interviews, music, games, films, and a database of more than 1,000 books. The article also focuses on how children's fiction and climate literacy fits into Dragonfly and provides a site road map for finding teacher's resources. Woodbury acknowledges her interview with Mohammed Ahmed, founding director of Western Sydney Sweatshop literacy movement and editor of After Australia, as well as Edan Lepucki's short story, \"There's No Place Like Home\" (part of Amazon Original Stories' Warmer collection), as significant sources of inspiration for literacy, including children's climate literacy.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Critical Dialogue","authors":"Kate Werthwine, Alex Panos","doi":"10.24926/cle.v1i1.5261","DOIUrl":"https://doi.org/10.24926/cle.v1i1.5261","url":null,"abstract":"This is a conversation between Kate Werthwine, a high school English teacher in Pasco County, Florida, and Alexandra Panos, a former middle grades ELA teacher and current Assistant Professor of Literacy Studies at the University of South Florida and Associate Editor of Climate Literacy in Education. Kate and Alex have known each other for almost four years and have spent much of their time together thinking and talking about climate and ecojustice and its intersection with literacy, with diverse kinds of text, and with where their bodies are on this living earth. This conversation is focused on Kate’s artwork—published in this volume—and discusses how the current laws and policy practices in Florida have impacted the stories that get shared in classrooms, including those that support learners in their own journeys to understand who they are and where they are from.","PeriodicalId":472465,"journal":{"name":"Climate Literacy in Education","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136181772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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