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Education and Climate Change : The Role of Universities.

Bibliographic Details
Main Author: Reimers, Fernando M.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2020.
Edition:1st ed.
Series:International Explorations in Outdoor and Environmental Education Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Education and Climate Change
  • Series Editors' Foreword
  • References
  • Contents
  • Chapter 1: The Role of Universities Building an Ecosystem of Climate Change Education
  • 1.1 Introduction. The Paradox of Climate Change and Education
  • 1.2 Climate Is Changing Faster Than Attitudes and Behaviors About Human-Environmental Interactions, and Knowledge Is Not Enough to Cause People to Adapt or Mitigate
  • 1.3 Climate Change Education
  • 1.4 The Limitations of Current Climate Change Education Efforts
  • 1.5 The Need for New Strategies for Climate Change Education
  • 1.6 The Need for Systemic, Multilevel and Multidimensional Perspectives In Climate Change Education
  • 1.7 A Role for Universities Developing and Implementing Contextually Appropriate Strategies for Climate Change Education
  • 1.8 Development of the Approaches to Climate Change Education in This Book
  • References
  • Chapter 2: Learn to Lead: Developing Curricula that Foster Climate Change Leaders
  • 2.1 Introduction
  • 2.2 Analysis of Climate Change Curricula
  • 2.2.1 The Problem with Climate Change Curricula in Israel, Jordan, and Palestine
  • 2.2.2 Learning from Tertiary Level Climate Change Pedagogy in the Region
  • 2.2.3 Effective High School Climate Change Education Resources
  • 2.2.3.1 Paleontological Research Institution: The Teacher-Friendly Guide to Climate Change
  • 2.2.3.2 Climate Interactive
  • 2.2.3.3 Project Look Sharp: Media Literacy
  • 2.3 Climate Change Leadership Curriculum
  • 2.3.1 Rationale of the Curriculum
  • 2.3.1.1 Anchor Skills
  • 2.3.1.2 Process-Based Skills
  • 2.3.1.3 Disciplinary Tools and Concepts
  • 2.3.1.4 Resources Guiding the Educator
  • 2.4 Implementation and Program Theory
  • 2.5 Conclusion
  • Appendices
  • Appendix A: Climate Change Leadership Curriculum
  • Appendix B: Climate Change Leadership Project - Student Version
  • References.
  • Chapter 3: Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education
  • 3.1 Introduction
  • 3.2 Impact of Climate Change on Guatemala
  • 3.3 The State of Climate Change Education in Guatemala and Opportunities for Improvement
  • 3.4 What Are the Major Gaps in Climate Change Education in Guatemala?
  • 3.4.1 Lack of Adequate Bilingual Education
  • 3.4.2 Out-of-School Youth
  • 3.4.3 Lack of Coherence and Alignment Between Different Components of the School System and Climate Change Education
  • 3.5 Moving Forward with a Solution
  • 3.6 Preparing a Whole-School-Centered Guidebook for Schools
  • 3.7 School Leadership
  • 3.8 Community Partnerships
  • 3.9 Curriculum
  • 3.10 Teacher Professional Development
  • 3.11 Conclusion
  • Appendix
  • References
  • Chapter 4: Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming.
  • 4.1 Introduction
  • 4.2 Analysis of Current and Anticipated Impacts of Climate Change in Haiti
  • 4.2.1 Geography
  • 4.2.2 Economy
  • 4.2.3 Other Socioeconomic Factors
  • 4.2.4 Climate Summary - Comparative Approach
  • 4.2.5 Future Impacts
  • 4.2.5.1 Agriculture
  • 4.2.5.2 Health
  • 4.2.5.3 Education
  • 4.2.5.4 Economic Factors
  • 4.2.5.5 Possible Domestic Solutions
  • 4.3 Connecting Climate Change to Human Behavior
  • 4.4 Exploring Different Alternatives of Delivering Climate Change Education
  • 4.4.1 The Use of Education in Addressing Climate Change
  • 4.4.2 Current Climate Change Curricula
  • Best Practices and Common Themes
  • 4.4.3 Government Action
  • 4.4.4 Informal Education
  • 4.4.5 The Use of Radio in Sustainable &amp
  • Community Development
  • 4.5 Review of Current Education Policies and Programs to Address Climate Change in Haiti
  • 4.6 Implications of Climate Change Education in Haiti
  • 4.7 Overview of Media in Haiti.
  • 4.7.1 Radio Use and Stats
  • 4.7.2 Radio and Learning in Haiti
  • 4.8 Theory of Change
  • 4.8.1 Audience and Impacts of Project
  • 4.8.2 Measuring Outcomes
  • 4.9 Implementation Plan/Curriculum
  • 4.9.1 Stakeholders
  • 4.9.2 Goal of Program
  • 4.9.3 Topics Covered &amp
  • Objectives
  • 4.9.4 Strategy
  • 4.9.5 Pathway for Delivery
  • 4.10 Discussion
  • Appendixes
  • Appendix A
  • Appendix B
  • References
  • Chapter 5: Adaptation, Migration, Advocacy. A Climate Change Curriculum for  Out-of-School Children in Badin, Sindh
  • 5.1 Introduction
  • 5.2 A Shifting Attitude Towards Climate Change
  • 5.3 The Risks Faced by the Population in Badin
  • 5.4 Educating Out-of-School Youth
  • 5.5 Conclusion
  • Appendix: The Curriculum
  • Phase 1: Context
  • Phase 2: Adaptation
  • Phase 3: Migration
  • Phase 4: Advocacy
  • References
  • Chapter 6: Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education
  • 6.1 Beyond the Bottom-Up and Top-Down Debate on Climate Change Education
  • 6.2 What to Consider When Integrating Climate Change Education (CCE) Within Schools of Education
  • 6.2.1 A Cultural Perspective of a Student Led Curriculum of Climate Change
  • 6.2.2 A Psychological Perspective of a Student Led Curriculum of Climate Change
  • 6.2.3 A Professional Perspective of a Student Led Curriculum of Climate Change
  • 6.2.4 An Institutional Perspective of a Student Led Curriculum of Climate Change
  • 6.2.5 A Political Perspective of a Student Led Curriculum of Climate Change
  • 6.3 A Case Study: Implementations of a Student Led Curriculum at the Harvard Graduate School of Education (HGSE)
  • 6.3.1 Methodology
  • 6.4 Implications &amp
  • Conclusion
  • Appendices
  • Appendix A. Syllabus
  • Appendix B. Prototype Lessons of a CCE Curriculum at HGSE
  • References.
  • Chapter 7: Learning from Teaching Graduate Students How to Design Climate Change Education Programs
  • 7.1 Introduction
  • 7.2 Educating to Address Climate Change Is About Active Problem Solving, Not Contemplation
  • 7.3 While Learning from Doing Is Valuable, to Advance the Field of Climate Change Education, it Is Necessary to Also Conceptualize and Theorize Practice
  • 7.4 What Outcomes Matter in Climate Change Education
  • 7.5 The Power of Contextually Situated Learning
  • 7.6 A Pedagogy to Change Climate Through Education
  • 7.7 Augmenting the Capacity for Climate Change Education Among Teachers and Schools
  • 7.8 Blind Spots
  • 7.9 Coda: Writing About the Role of Universities in Climate Change in Education During a Pandemic
  • References.

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