This book highlights best practices in climate change education through the analysis of a rich collection of case studies that showcase educational programs across the United States.
Framed against the political backdrop of a country in which climate change denial presents a significant threat to global action for mitigation and adaptation, each case study examines the various strategies employed by those working in this increasingly challenging sociopolitical environment. Via co-authored chapters written by educational researchers and climate change education practitioners in conversation with one another, a wide range of education programs is represented. These range from traditional institutions such as K-12 schools and universities to the contemporary learning environments of museums and environmental education centres. The role of mass media and community-level educational initiatives is also examined. The authors cover a multitude of topics, including the challenge of multi-stakeholder projects, tensions between indigenous knowledge and scientific research, education for youth activism, and professional learning.
By telling stories of success and failure from the field, this book provides climate change researchers and educators with tools to help them navigate increasingly rough and rising waters.
Joseph Henderson is a lecturer in the Department of Environment and Society at Paul Smith’s College of the Adirondacks in Upstate New York, where he teaches courses in the environmental social sciences. He is trained as an anthropologist of environmental and science education, and his research investigates how sociocultural, political, and geographic factors influence teaching and learning in emerging energy and climate systems. He completed a PhD at the University of Rochester, where he conducted ethnographic analyses of science learning, sustainability education, and educational policy. His post-doctoral work at the University of Delaware examined the emerging field of climate change education from a learning sciences and educational policy perspective.
Andrea Drewes is an assistant professor in the Department of Graduate Education, Leadership, and Counseling at Rider University, Lawrenceville, New Jersey, where she teaches courses in teacher education. She is trained as a learning scientist, and her research has focused on teacher preparation for climate change instruction and student learning outcomes in climate science education. She completed a PhD at the University of Delaware, where she investigated personal, professional, and political influences on science teacher identity development for teaching climate change through a narrative inquiry with climate change educators.
