ABSTRACT
This chapter discusses an ecological approach to place-conscious education. An ecological approach is relevant when we engage in teaching for climate change transformation. To address climate change as an educational challenge, teachers need professional tools that contribute to building hope, collaboration, and support. Based on collaborative work with teachers, this chapter focuses on the experiences of nested networks, interdependencies, and interconnections arising from working reciprocally with place in teaching practices – where place is understood as a situation where nature and culture co-produce each other, where place is habitat and a way to teach and learn, a way to become. Drawing upon epistemological models for responsible and supportive knowing inspired by Lorraine Code and Isabel Stengers, this chapter further reflects upon thinking ecologically about place and learning which resonate with twenty-first-century skills thinking, where collaboration and teamwork are two important features.
