Learning to Change: Climate Action Pedagogy

Autor/inn/en	Leimbach, Tania; Milstein, Tema
Titel	Learning to Change: Climate Action Pedagogy
Quelle	In: Australian Journal of Adult Learning, 62 (2022) 3, S.414-423 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Climate; Higher Education; Graduate Study; Environmental Education; Masters Programs; Foreign Countries; Social Action; Role of Education; Curriculum Design; Student Leadership; Expertise; Transformative Learning; Australia + Suchen Sie Ihr Suchwort? Klima; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Umweltbildung; Umwelterziehung; Umweltpädagogik; Magister course; Magisterstudiengang; Ausland; Soziales Handeln; Bildungsauftrag; Lehrplangestaltung; Studentenwerk; Expert appraisal; Pädagogische Transformation; Australien
Abstract	This article considers higher education's role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 as one of a suite of new courses using inside-out pedagogy in one of the oldest (and most recently holistically redesigned) Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW). Over ten weeks, while building foundational climate literacy underscored by imperatives of justice and education, CCA prioritises student leadership, active citizenship, and professional agency for real-world impact. We detail four key elements of the course design: 1) repositioning the course convenor as academic-facilitator to empower students to see climate crisis as a shared challenge addressed through joint contribution, 2) establishing an atmosphere of collective intelligence, shared accountability, and affect-based learning, 3) designing assessments that embed solutions and pedagogy to position students as climate innovators and educators, and 4) providing leadership opportunities in real-time to support students to experience their own growing expertise and professional agency. The approach reflects two motivations: to engage students with the immediacy and urgency of climate crisis, and to extend the core function of teaching academics to support real-world problem solving, social innovation and societal transformation. (As Provided).
Anmerkungen	Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01