Lesson Design for the End of the World: Exploring Curricular Tensions in Teaching Climate Crisis

• In Event: Future Teachers Reimagining the Possibilities of Curriculum and Pedagogy

Abstract

This paper employs notions of psychoanalytical defense and deferral along with difficult knowledge (Garrett, 2018; Britzman & Pitts, 2003) to grapple with tensions of immediacy and abstraction in climate crisis pedagogies through an analysis of lessons designed and delivered by pre-service social studies teachers.

Author

• Elaine Alvey, University of Alaska - Southeast