Introduction

This chapter sets the stage for the transdisciplinary, justice-centered pedagogy of climate change that is the subject of this book, beginning with two stories from climate-vulnerable communities in the Arctic and in India. Positioning the climate problem itself as teacher, there follows a discussion of its key learnings from these stories and their context: that the climate problem is transdisciplinary, rife with intricate, complex relationships between and among human and biophysical systems, spans large scales of space and time, and is rooted in injustice and inequality. An argument for teaching climate change within and across disciplines is laid out. The author then positions herself as a scholar, a scientist, and a person. This is followed by a summary of each chapter and a list of references.