A unifying, boundary crossing approach to developing climate literacy
AffiliationUniversity of Chester
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AbstractEmpirical 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.
CitationHindley, 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.
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