Encountering Creative Climate Change Pedagogies: Cartographic Interruptions

Autor/inn/en	Nxumalo, Fikile; Montes, Pablo
Titel	Encountering Creative Climate Change Pedagogies: Cartographic Interruptions
Quelle	In: Research in Education, 117 (2023) 1, S.42-57 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nxumalo, Fikile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/00345237231207493
Schlagwörter	Creative Teaching; Climate; Environmental Education; Indigenous Populations; Indigenous Knowledge; Hispanic Americans; Hispanic American Students; Decolonization; Interdisciplinary Approach; Epistemology; Futures (of Society); Summer Programs; Texas + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Sinti und Roma; Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Dekolonisation; Entkolonialisierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erkenntnistheorie; Future; Society; Zukunft; Sommerkurs
Abstract	In this paper, we highlight climate change pedagogies within the context of an Indigenous Summer Encounter for Latinx and Indigenous children led by Miakan-Band Elders, members of a Central Texas Coahuiltecan community. We focus on anticolonial cartographies activated through movement, sound and performance that enacted Indigenous fugitivity, futurity, and relationality; pedagogical attunements that remain undertheorized as approaches to climate change education. In engaging with these pedagogies as climate change education, we are interested in contributing to recent work that resists the disciplinary boundaries of what typically counts as climate education and invites expansive and interdisciplinary approaches to climate change education. This includes approaches that inquire into how climate change education can be a site to nurture reciprocal relations with the more than human world. In particular, we highlight the Summer Encounter as illustrating possibilities for anticolonial climate education that engages creative pedagogies in foregrounding Indigenous relational onto-epistemologies with young people. We discuss the potential of this work as climate change education that actualizes and dreams more livable futures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01