ABSTRACT
In this chapter, I share how I integrate climate literacy into two undergraduate education courses that don't directly relate to the climate crisis. I feature four students’ projects that address climate through the mediums of the short story, interior design, and visual art, as well as their written statements. Also included are the students’ reflections on the impact of creating their assignments and what they would like readers to know.
This chapter will be relevant to educators (K–12 and postsecondary) who are working through how to integrate climate change/global warming into their teaching. The complex and interdisciplinary nature of the causes and effects of the climate crisis requires teachers in diverse subject areas to integrate climate literacy into our respective courses.
I address the need for an intersectional approach to climate justice that includes race, class, gender, sexuality, culture, ethnicity, and neurodivergence. I develop the need for the roles that empathy, collaboration, creativity, metaphorical thinking, and visual literacy play in students’ ability to harness their academic learning in order to address the climate crisis.
