A unifying, boundary crossing approach to developing climate literacy
Name:
HindleyWall-A unifying boundar ...
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2217-11-18
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64.94Kb
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Microsoft Word 2007
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Abstract
Empirical evidence suggests that educational approaches to climate change remain limited, fragmented, and locked into disciplinary boundaries. The aim of this paper is to discuss the application of an innovative unifying, boundary-crossing approach to developing climate literacy. Methodologically, the study combined a literature review with an action research based approach related to delivering a Climate Change Project conducted in a mid-sized university in England. Findings suggest the approach created a unifying vision for action, and did so across multiple boundaries, including disciplinary (e.g. psychology, engineering, business), professional services (e.g. academic, library, information technology), and identity (e.g. staff, student, employee). The project generated a number of outcomes including extensive faculty level climate change resources, plans for innovative mobile applications to engage people in climate literacy, and new infrastructural arrangements to continue the development of practice and research in climate change. This paper outlines empirical insights in order to inform the design, development, and continuity of other unifying, boundary-crossing approaches to climate literacy.Citation
Hindley, A., & Wall, T. (2017). A unifying, boundary crossing approach to developing climate literacy. In W. Leal Filho (Ed.), Implementing sustainability in the curriculum of universities: teaching approaches, methods, examples and case studies (pp. 263-278). London, United Kingdom: Springer.Publisher
SpringerType
Book chapterLanguage
enISBN
9783319702803ae974a485f413a2113503eed53cd6c53
10.1007/978-3-319-70281-0_16
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Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/