ABSTRACT
This chapter begins with an elucidation of the importance of intellectual exchanges with other scholars and educators, for the development of a good climate pedagogy. It then focuses on a (non-representative) sample of four educators in different parts of the world who are doing interesting things with regard to climate education in their contexts. These are accounts of conversations the author had with each participant. Estefania Pihen in Costa Rica and California speaks about her work with grade school teachers who wanted to include climate change and sustainability in their syllabi, and her approach to making learning meaningful through working with local communities, teaching teachers, and infusing hope. Sonali Sathaye in India describes her work in alternative schools in Bangalore, and her indirect pedagogical approach to climate change through courses on Money and Food. Yovita Gwekwerere from Zimbabwe and Canada describes the work she does as a science education specialist for future teachers in college, and her success in pushing for policy change on sustainability and environmental education at the provincial and national levels in Canada. She also describes work she has done in South Africa aligning environmental education with the concept of Ubuntu. Karen Trine in Chicago describes both the difficulties and some possible ways through the challenges of teaching climate change in her context, and makes a very important point about teachers' unions.
