ABSTRACT
The chapter questions the emphasis on environmental activism in ecocritical pedagogy, particularly in relation to the contention with the socio-ecological issue of climate change. While the facts established by the IPCC should not be up for debate in the humanities classroom, there is strong evidence that cultural identity, not scientific knowledge, predicts students' views on climate change. As such, instructional techniques that welcome viewpoint diversity should be cultivated to support constructive, depolarizing discussions in the classroom. Specific examples of successful and unsuccessful examples from the author's experience are adduced.
