Cultivating Climate Literacies through Teacher Inquiry: A Transnational Research Project

• In Event: Transnational Pathways to Educational Justice through Language, Climate, and Collaborative Inquiry

Abstract

This collaborative project with a group of educators from Colombia and United States focused on building knowledge through inquiry using picturebooks focused on water justice. We asked: In what ways do encounters among a transnational group of educators with children’s books spark dialogue, reflection, inquiry, and action into themes of water justice? Based on Critical Participatory Action Research, we found that climate literacy encounters among a transnational/multilingual group of educators sparked dialogue, reflection, inquiry, and action.

Authors

• LINA TRIGOS-CARRILLO, Universidad del Norte

• Rebecca Rogers, University of Missouri-St. Louis

• Luzkarime Calle-Diaz, El Recuerdo School

• Nicole R Misra, University of Missouri-St. Louis

• Valentina Sánchez-Zea, Universidad del Norte