Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Collaboration and care in climate education
T2 - Brave responses to an uncertain future
AU - Chandler, Kathy
AU - Aristeidou, Maria
AU - Ball, Simon
AU - Charitonos, Koula
AU - Kent, Carmel
AU - Perryman, Leigh-Anne
AU - Rets, Irina
PY - 2024/8/29
Y1 - 2024/8/29
N2 - An effective educational response to the climate emergency requires disrupting existing ideas about universities' roles, curriculum design and the relationship between educators, students and communities. This study examines an approach to curriculum development taken by academics at The Open University, UK whilst developing the postgraduate short course ‘Teacher development: Addressing the climate emergency’. We sought to challenge hierarchical models of knowledge transfer by working in collaboration with disciplinary experts, grassroots leaders, and young climate activists and foregrounding online and local grassroots practices, students' civic participation, citizen science and intergenerational dialogues. We report on our collaborative autoethnographic study, which we conducted with respect to the course development. This collaborative ethnographic approach has allowed us to externalise and acknowledge the ways in which approaches of collaboration and care have underpinned our course production process, as well as being essential to the ways in which we enable our students to support their own learners. This paper aims to raise awareness of the significance of embracing uncertainty and adopting pedagogies of care and adds to the literature that employs Noddings' Framework of Moral Education to critically examine pedagogical practice. The insights gained will be useful for educators seeking to develop climate-related curricula and the collaborative approach taken will be of interest to those developing new curricula in teacher education.
AB - An effective educational response to the climate emergency requires disrupting existing ideas about universities' roles, curriculum design and the relationship between educators, students and communities. This study examines an approach to curriculum development taken by academics at The Open University, UK whilst developing the postgraduate short course ‘Teacher development: Addressing the climate emergency’. We sought to challenge hierarchical models of knowledge transfer by working in collaboration with disciplinary experts, grassroots leaders, and young climate activists and foregrounding online and local grassroots practices, students' civic participation, citizen science and intergenerational dialogues. We report on our collaborative autoethnographic study, which we conducted with respect to the course development. This collaborative ethnographic approach has allowed us to externalise and acknowledge the ways in which approaches of collaboration and care have underpinned our course production process, as well as being essential to the ways in which we enable our students to support their own learners. This paper aims to raise awareness of the significance of embracing uncertainty and adopting pedagogies of care and adds to the literature that employs Noddings' Framework of Moral Education to critically examine pedagogical practice. The insights gained will be useful for educators seeking to develop climate-related curricula and the collaborative approach taken will be of interest to those developing new curricula in teacher education.
KW - climate education; uncertainty, pedagogy of care; collaborative autoethnography
U2 - 10.1002/curj.296
DO - 10.1002/curj.296
M3 - Journal article
JO - Curriculum Journal
JF - Curriculum Journal
SN - 0958-5176
ER -