The Pedagogical Pivot Point of Climate Change Exhibitions

• In Event: The Diverse Pedagogies of Climate Change

Abstract

This paper analyzes the pedagogical pivot point (Ellsworth 2005) of contemporary climate change exhibitions produced by Cape Farewell and situates these informal places of learning in relation to the broader research agenda of this civil society group, which does boundary work between the arts and sciences. Building on emerging literature on the role of art and storytelling in socio-ecological learning (See Barndt 2012; McKenzie 2008; Coutts and Jokela 2008; Dobrin 2010; Bigger and Webb 2010), this research analyzes the embodied and collaborative characteristics of these exhibitions. It follows the movement of embodied learning subjects from situations of collaborative field research to contexts of public exhibition, where arts-informed research on climate change is presented to broader publics.

Author

• Andrew Bieler, University of Saskatchewan