ABSTRACT
This chapter begins with the third of several key stories from marginalized communities that are used in this pedagogical framework, this one set in Louisiana in the United States. Drawing out multiple disciplinary elements from this story, the next section presents an argument for transdisciplinarity in climate education. Research showing that science alone is insufficient and may even be counterproductive is cited. However, it is possible to be transdisciplinary while ignoring issues of justice and power; therefore, a section is devoted to the necessity of foregrounding these concerns. Finally, the two remaining sections of this chapter present steps toward realizing such a transdisciplinary approach, beginning with preliminary course planning and going on to ways in which the climate problem can be introduced via different disciplines.
