chapter  24
11 Pages

Pedagogy and Climate Change

ByChris Hebdon, Myles Lennon, Francis Ludlow

Precisely because global change is not one-dimensional in source or effect, understanding it requires a theoretical lens that engages a holistic human-nature system, not fi xating on any one thing (for example, carbon) or the failings of one social group in isolation from their wider context. An adequate pedagogical response should not only trace the roots of anthropogenic climate change to its social infrastructures (Sayer 2012) but also help to make visible and sensible possibilities for counterhegemonic action, or how to shift processes of control into reverse (Nader 1997; Stryker and González 2014).