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      Environmental literacy, sustainable education and posthumanist pedagogy: teaching the climate crisis in a global, transatlantic online setting

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          Abstract

          In this article, we aim to contribute to the theoretical conceptualisation and praxis of development education and global learning by engaging with recent discussions in the areas of ecocriticism, ecological literacy and posthumanism. Employing a pedagogical approach that is learner-centred and participatory, and that prepares learners to question dominant, globally relevant social norms, development education and global learning empower learners to be active global citizens. In congruence with this approach, we discuss the transformative pedagogical strategies employed in an innovative transdisciplinary course on the climate crisis jointly offered online by two institutions of higher learning in the US and Germany. We explore the philosophical and pedagogical stakes of this process-oriented, inquiry-based and immersive teaching intervention, and its logistical and organisational parameters, educational goals, course content and methodology, as well as some course specifics and impact. Adopting a critical pedagogical approach to climate change as a central global issue, our conceptualisation blends a focus on critical media skills (ecocriticism) with a posthumanist critique of dominant anthropocentric views of the more-than-human world. Centrally linking ontological, cultural and linguistic diversity in both curriculum design and pedagogy, this approach encourages learners to develop the transcultural skills needed to effect positive change on a local and global scale.

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          Meeting the Universe Halfway : Quantum Physics and the Entanglement of Matter and Meaning

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            Teaching and assessing intercultural communicative competence

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              Research methods in applied linguistics

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                Author and article information

                Journal
                IJDEGL
                International Journal of Development Education and Global Learning
                Int. J. Dev. Educ. Global Learn.
                UCL Press
                1756-5278
                21 December 2023
                : 15
                : 2
                : 2
                Affiliations
                [1 ]Professor of Teaching English as a Foreign Language, Department of English and American Studies, Friedrich Schiller University, Jena, Germany
                [2 ]Professor of French and German, Department of World Languages and Cultures, Georgia College and State University, Milledgeville, USA
                Author notes
                [* ]Correspondence: l.volk@ 123456uni-jena.de
                Author information
                https://orcid.org/0000-0002-4033-6700
                Article
                IJDEGL-15-2
                10.14324/IJDEGL.15.2.02
                9d417bee-78a3-4a7c-8d55-83caeb70e075
                2023, Laurenz Volkmann and Hedwig Fraunhofer.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/IJDEGL.15.2.02.

                History
                : 30 March 2022
                : 21 July 2023
                Page count
                Pages: 16
                Categories
                Research article
                Custom metadata
                Volkmann, L. and Fraunhofer, H. (2023) ‘Environmental literacy, sustainable education and posthumanist pedagogy: teaching the climate crisis in a global, transatlantic online setting’. International Journal of Development Education and Global Learning, 15 (2), 2. DOI: https://doi.org/10.14324/IJDEGL.15.2.02.

                Education,Assessment, Evaluation & Research methods,General education
                digital media,education for sustainable development,media competence,global learning,climate change,transdisciplinary,transcultural,posthumanism

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