ABSTRACT
Climate change is now widely recognized as a global emergency. For students to understand this issue, and to act as literate global citizens to address it, they must first countenance the far-reaching and deeply embedded nature of the problem. To be globally literate means being literate about climate justice as part of our place-based experiences with global responsibilities. How might teachers help or hinder this step toward climate justice literacies through their curricular and instructional choices? Drawing on examples from both secondary and teacher education classrooms in the Southeastern United States, this chapter will present possibilities for how teachers might story climate change, presenting conflicts, characters, and opportunities for action through what we have termed instructional narratives that span the curricular texts, instructional plans, unit assignments, and lesson activities they employ with students. We propose that how teachers story climate change may depend not only on how they navigate their social and spatial contexts but also on their vision of academic disciplines and on their own (inter)disciplinary, pedagogical identities.
