Education and Climate Change : : The Role of Universities.

• Superior document: International Explorations in Outdoor and Environmental Education Series
• Author: Reimers, Fernando M.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2020.; ©2021.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: International Explorations in Outdoor and Environmental Education Series
• Physical Description: 1 online resource (213 pages)

Table of Contents

• Education and Climate Change
• Series Editors' Foreword
• References
• Contents
• Chapter 1: The Role of Universities Building an Ecosystem of Climate Change Education
• 1.1 Introduction. The Paradox of Climate Change and Education
• 1.2 Climate Is Changing Faster Than Attitudes and Behaviors About Human-Environmental Interactions, and Knowledge Is Not Enough to Cause People to Adapt or Mitigate
• 1.3 Climate Change Education
• 1.4 The Limitations of Current Climate Change Education Efforts
• 1.5 The Need for New Strategies for Climate Change Education
• 1.6 The Need for Systemic, Multilevel and Multidimensional Perspectives In Climate Change Education
• 1.7 A Role for Universities Developing and Implementing Contextually Appropriate Strategies for Climate Change Education
• 1.8 Development of the Approaches to Climate Change Education in This Book
• References
• Chapter 2: Learn to Lead: Developing Curricula that Foster Climate Change Leaders
• 2.1 Introduction
• 2.2 Analysis of Climate Change Curricula
• 2.2.1 The Problem with Climate Change Curricula in Israel, Jordan, and Palestine
• 2.2.2 Learning from Tertiary Level Climate Change Pedagogy in the Region
• 2.2.3 Effective High School Climate Change Education Resources
• 2.2.3.1 Paleontological Research Institution: The Teacher-Friendly Guide to Climate Change
• 2.2.3.2 Climate Interactive
• 2.2.3.3 Project Look Sharp: Media Literacy
• 2.3 Climate Change Leadership Curriculum
• 2.3.1 Rationale of the Curriculum
• 2.3.1.1 Anchor Skills
• 2.3.1.2 Process-Based Skills
• 2.3.1.3 Disciplinary Tools and Concepts
• 2.3.1.4 Resources Guiding the Educator
• 2.4 Implementation and Program Theory
• 2.5 Conclusion
• Appendices
• Appendix A: Climate Change Leadership Curriculum
• Appendix B: Climate Change Leadership Project - Student Version
• References.
• Chapter 3: Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education
• 3.1 Introduction
• 3.2 Impact of Climate Change on Guatemala
• 3.3 The State of Climate Change Education in Guatemala and Opportunities for Improvement
• 3.4 What Are the Major Gaps in Climate Change Education in Guatemala?
• 3.4.1 Lack of Adequate Bilingual Education
• 3.4.2 Out-of-School Youth
• 3.4.3 Lack of Coherence and Alignment Between Different Components of the School System and Climate Change Education
• 3.5 Moving Forward with a Solution
• 3.6 Preparing a Whole-School-Centered Guidebook for Schools
• 3.7 School Leadership
• 3.8 Community Partnerships
• 3.9 Curriculum
• 3.10 Teacher Professional Development
• 3.11 Conclusion
• Appendix
• References
• Chapter 4: Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming.
• 4.1 Introduction
• 4.2 Analysis of Current and Anticipated Impacts of Climate Change in Haiti
• 4.2.1 Geography
• 4.2.2 Economy
• 4.2.3 Other Socioeconomic Factors
• 4.2.4 Climate Summary - Comparative Approach
• 4.2.5 Future Impacts
• 4.2.5.1 Agriculture
• 4.2.5.2 Health
• 4.2.5.3 Education
• 4.2.5.4 Economic Factors
• 4.2.5.5 Possible Domestic Solutions
• 4.3 Connecting Climate Change to Human Behavior
• 4.4 Exploring Different Alternatives of Delivering Climate Change Education
• 4.4.1 The Use of Education in Addressing Climate Change
• 4.4.2 Current Climate Change Curricula
• Best Practices and Common Themes
• 4.4.3 Government Action
• 4.4.4 Informal Education
• 4.4.5 The Use of Radio in Sustainable &amp
• Community Development
• 4.5 Review of Current Education Policies and Programs to Address Climate Change in Haiti
• 4.6 Implications of Climate Change Education in Haiti
• 4.7 Overview of Media in Haiti.
• 4.7.1 Radio Use and Stats
• 4.7.2 Radio and Learning in Haiti
• 4.8 Theory of Change
• 4.8.1 Audience and Impacts of Project
• 4.8.2 Measuring Outcomes
• 4.9 Implementation Plan/Curriculum
• 4.9.1 Stakeholders
• 4.9.2 Goal of Program
• 4.9.3 Topics Covered &amp
• Objectives
• 4.9.4 Strategy
• 4.9.5 Pathway for Delivery
• 4.10 Discussion
• Appendixes
• Appendix A
• Appendix B
• References
• Chapter 5: Adaptation, Migration, Advocacy. A Climate Change Curriculum for  Out-of-School Children in Badin, Sindh
• 5.1 Introduction
• 5.2 A Shifting Attitude Towards Climate Change
• 5.3 The Risks Faced by the Population in Badin
• 5.4 Educating Out-of-School Youth
• 5.5 Conclusion
• Appendix: The Curriculum
• Phase 1: Context
• Phase 2: Adaptation
• Phase 3: Migration
• Phase 4: Advocacy
• References
• Chapter 6: Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education
• 6.1 Beyond the Bottom-Up and Top-Down Debate on Climate Change Education
• 6.2 What to Consider When Integrating Climate Change Education (CCE) Within Schools of Education
• 6.2.1 A Cultural Perspective of a Student Led Curriculum of Climate Change
• 6.2.2 A Psychological Perspective of a Student Led Curriculum of Climate Change
• 6.2.3 A Professional Perspective of a Student Led Curriculum of Climate Change
• 6.2.4 An Institutional Perspective of a Student Led Curriculum of Climate Change
• 6.2.5 A Political Perspective of a Student Led Curriculum of Climate Change
• 6.3 A Case Study: Implementations of a Student Led Curriculum at the Harvard Graduate School of Education (HGSE)
• 6.3.1 Methodology
• 6.4 Implications &amp
• Conclusion
• Appendices
• Appendix A. Syllabus
• Appendix B. Prototype Lessons of a CCE Curriculum at HGSE
• References.
• Chapter 7: Learning from Teaching Graduate Students How to Design Climate Change Education Programs
• 7.1 Introduction
• 7.2 Educating to Address Climate Change Is About Active Problem Solving, Not Contemplation
• 7.3 While Learning from Doing Is Valuable, to Advance the Field of Climate Change Education, it Is Necessary to Also Conceptualize and Theorize Practice
• 7.4 What Outcomes Matter in Climate Change Education
• 7.5 The Power of Contextually Situated Learning
• 7.6 A Pedagogy to Change Climate Through Education
• 7.7 Augmenting the Capacity for Climate Change Education Among Teachers and Schools
• 7.8 Blind Spots
• 7.9 Coda: Writing About the Role of Universities in Climate Change in Education During a Pandemic
• References.