Konstfacks bibliotek

*000     cam a       7i 4500
*00155585
*00520240322085249.0
*008240322s2022    onca|||||b||||001 0|eng|d
*020  $a9781773382821$q(softcover)
*020  $a1773382829$q(softcover)
*020  $z9781773382838
*020  $z9781773382845
*020  $q(PDF)$z9781773382838$z9781773382845
*020  $q(ePub)$z9781773382838$z9781773382845
*035  $a(OCoLC)on1300748261
*035  $a(SE-LIBR)k3qnvrslhn0vr5z8
*041  $aeng
*050 4$aGE70
*08204$a363.70071$223
*084  $acci1icc$2lacc
*084  $aUh$2kssb/8 (machine generated)
*24510$aTeaching in the Anthropocene :$beducation in the face of environmental crisis /$cedited by Dr. Alysha Farrell, Dr. Candy Skyhar, and Dr. Michelle Lam.
*263  $a202206
*264 1$aToronto ;$aVancouver :$bCanadian Scholars,$c2022
*300  $axix, 316 pages$billustrations (some color)$c25 cm
*336  $atext$btxt$2rdacontent
*337  $aunmediated$bn$2rdamedia
*338  $avolume$bnc$2rdacarrier
*504  $aIncludes bibliographical references and index.
*5058 $aPart I. Challenges to teacher education practice and praxis -- Part II. The affective dimensions of teaching in the face of the Earth's decreasing habitability -- Part III. Relational pedagogies in the anthropocene -- Part IV. Igniting the empathic imaginations of tomorrow's teachers.
*520  $a"Today's children and youth face an uncertain world with a myriad of global crises, including increasing pollution, environmental degradation, species extinction, climate change, and social injustice. In this four-part volume, the contributors offer their understandings and knowledges of what it means to educate in this time of uncertainty, termed the Anthropocene. This term is used to acknowledge anthropogenic contributions to climate and environmental crises and to encourage discussion of the emotional responses of these adverse events. Teaching in the Anthropocene discusses (1) challenges to teacher education practice and praxis, (2) the affective dimensions of teaching, (3) relational pedagogies, and (4) ways to igniting imaginations. (1) The first part explores challenges in teacher education practice and praxis in educating ecological justice and sustainability and the need to decentre anthropocentric teaching models. (2) The second part describes the rise in anxiety in children and youth and what it means to care for them in the classroom while equipping them to face the world. (3) The third part ponders relationship and its importance between each of ourselves and between the more-than-human companions with whom we share this planet. (4) The fourth part discusses ways of igniting teachers' imaginations, providing examples in youth activism, community art installations, and other innovative projects. Presenting various perspectives on teaching and teacher education in the face of global crises and in a bid to live in greater harmony with the more-than-human world, this timely collection is essential reading for pre- and in-service teachers and teacher educators."--$cProvided by publisher.
*530  $aIssued also in electronic formats.
*650 0$aEnvironmental education.
*650 0$aSustainability$xStudy and teaching.
*650 6$aDurabilité de l'environnement$xÉtude et enseignement.
*650 7$aEnvironmental education$2fast
*655 7$aTextbooks$2fast
*655 7$aTextbooks.$2lcgft
*7001 $aFarrell, Alysha J.$4edt$4ctb
*7001 $aSkyhar, Candy$4edt$4ctb
*7001 $aLam, Michelle$4edt$4ctb
*77608$iOnline version:$aFarrell, Alysha J.$tTeaching in the Anthropocene.$dToronto ; Vancouver : Canadian Scholars, 2022$z1773382837$z9781773382838
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^

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth's decreasing habitability.

Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors' discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis.

The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow's teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators.

FEATURES:

Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K-12, post-secondary, and more Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education Features discussion prompts in each chapter to enhance student engagement with the material