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Climate Teacher Education as Spaces for Holding Climate Precarity, Hope, Community, and Youths’ Flourishing Futures
Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 118BSession Type: Structured Poster Session
Abstract
Climate justice education, at best, remains at the periphery of teacher education (EdWeek Research Center, 2022; Beach, 2023); this session is designed to disrupt this reality. The presentations vary across institutions, content areas, informal and formal education, methodological approaches, and learning timelines. Central to this shared work is a disruption of Whiteness and an embrace of community and youth partnerships that creatively honor expertise from communities of Color, while seeding socio-ecological care and ecological hope. Although still in nascent stages, collectively the authors weave a robust, and expansive, image for climate responsible teacher education. This work breathes life into what climate justice education should entail and opens space for justice-oriented world building.
Sub Unit
Papers
Educator Reflective Practice as a Foundation for Environmental Justice and World Building (Poster 1) - Déana A Scipio, IslandWood; Priya Pugh, IslandWood; Renee Comesotti, Islandwood
Climate Teacher Education as Spaces for Holding Climate Precarity, Hope, Community, and Youths’ Flourishing Futures (Poster 2) - Kelsie Fowler, University of Washington
Coming to and Designing for Relationality as Environmental Justice in Social Studies Education (Poster 3) - Shanee A. Washington, University of Washington; Fernell Miller, The Root of Us; Molly V. Shea, University of Washington; Laurel Lakoundji; Shayla R. Chatto, University of Washington
Mapping Integration, Cohesion, and Communities of Critical Climate Justice Across a Secondary Teacher Education Program (Poster 4) - Kelsie Fowler, University of Washington; Anne Beitlers, University of Washington; Saraswati Noel, Western Washington University
Can We Teach for Climate Justice in an English Class? Climate Fiction and Teacher Preparation (Poster 5) - Maia Goodman Young, University of Washington; Grace Unhea Lee, University of Washington; Ledah Kaplan Wilcox, University of Washington
Teacher Education Meets the Climate Crisis: A Collaborative Autoethnography (Poster 6) - Richard D. Sawyer, Washington State University - Vancouver; T. Francene Watson, Washington State University; Jessica Masterson, Washington State University - Vancouver
How Community Volunteers Support Action-Oriented Climate Education in Elementary Classrooms (Poster 7) - Melissa Braaten, University of Colorado - Boulder; Tiffany Boyd, Classrooms For Climate Action; Jessica R. Bean, University of California - Berkeley