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01 November 2020
Education and Ecological Precarity: Pedagogical, Curricular & Conceptual Provocations
From flooding in Texas, to the shrinking of Lake Chad, to the bushfires in Australia, multiple ongoing climate-related disasters have shown the already devastating impacts of global warming on human and more-than-human life. The United Nations estimates that climate crisis disasters are now occurring once a week; many of them in the Global South. Climate scientists often assert that education is an important factor in slowing global burning, yet education as a field is still heavily invested in individual-level approaches to “saving the environment.” In contrast to the lived realities of the precarities brought about and worsened by climate change, there remains a disconnect between how quickly human and more-than-human lives are changing, and responsive and responsible changes in curriculum and pedagogy. This special issue aims to address this disconnect by bringing together educational, research and conceptual approaches that disrupt the politics of education-as-usual in the face of climate crisis.
Alongside the call to disruption, this special issue is shaped by the contention that responding to climate change in education is not only the purview of science classrooms but needs to be an inter-disciplinary effort that engages in multiple ways with the practical and ethical implications of teaching, learning and learning to live within ecologically damaged and highly inequitable worlds. Therefore, in this special issue we are particularly interested in papers that pay close critical attention to the places and spaces where the impacts of ecological precarity are disproportionately distributed in ways that are deeply connected to antiblackness, colonialism, disability, gender, sexuality, race, indigeneity, immigration status, and socio-economic inequity.
The key question that guides this special issue is: What kinds of conceptual, empirical, ethical, pedagogical and curricular shifts are needed to firmly situate education and teacher education within current times of ecological precarity? We welcome conceptual and empirical papers that consider this question in conversation with perspectives including, but not limited to: Black studies, Indigenous studies, postcolonial studies, speculative fiction, feminist environmental humanities, science & technology studies, critical disability studies, and Queer, Two-Spirit and Trans studies, as well as other fields and subfields that can provide situated interventions into the obscuring of climate change in teaching and teacher education. Within this interdisciplinary focus, topics may include:
- Decolonizing climate change and/or environmental education
- Land education
- #LandBack (without being anti-Black)
- Teacher education and the climate crisis
- Black speculative fiction and climate change education
- Indigenous knowledges as/in climate change education
- Situating STEM/STEAM education within the climate crisis
- Climate justice education and activisms
- Story-telling, storywork and the climate crisis
- Queering climate change education
- Disability studies and climate change education; cripping climate change education
- Ending anti-Black racism in environmental education
- Global South pedagogical interventions in environmental education discourses
- Responding to climate crisis in relationship with the pandemic crisis
- Intergenerational climate change education
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Deadline for full paper submissions: November 1st 2020. (We have extended the initially planned deadline due to the ongoing global pandemic).
Full manuscript submissions for this special issue should be between 4000 and 5000 words, excluding references and notes. Guidelines for manuscript submission along with other relevant information is available at http://www.curriculuminquiry.org/information-for-authors/
All manuscripts submitted to Curriculum Inquiry are subjected to a preliminary internal review by the Guest Editors and the editorial team, and those deemed appropriate for publication in the journal will be sent anonymously to external reviewers.
Please contact Fikile Nxumalo ([email protected]) with any questions regarding the special issue prior to the deadline for submission to the Curriculum Inquiry portal. Questions regarding submission processes can be addressed directly to the Curriculum Inquiry Editorial Office at [email protected]