Creating a Family of Educators Committed to Justice-Centered Climate Change Pedagogy
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| Title: | Creating a Family of Educators Committed to Justice-Centered Climate Change Pedagogy |
|---|---|
| Language: | English |
| Authors: | Helen L. Fitzmaurice, Jacob C. Barton |
| Source: | Connected Science Learning. 2024 6(3):133-140. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2222255 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Justice, Climate, Faculty Development, Urban Schools, Elementary School Teachers, Secondary School Teachers, Program Design, Program Implementation |
| Geographic Terms: | California (Oakland) |
| DOI: | 10.1080/24758779.2024.2349940 |
| ISSN: | 2475-8779 |
| Abstract: | Teaching the scientific, historical, and social facets of global climate change, its causes, and inequitable impacts presents a challenge to most K-12 teachers. In this article we describe the design and implementation of a yearlong professional learning program created to support urban, public K-12 teachers in the creation and enactment of Justice-Centered Climate Change Pedagogy (JCCCP) while developing a long-term teacher learning community. The program, "Oakland Teachers Advancing Climate Action" (OTACA) is now in its fourth iteration in a major West Coast city. Here, we present the conceptual framework of JCCCP used to design the program; our approach to the professional development framework for supporting teachers in their collective development of JCCCP; and examples of JCCCP and our professional learning program in practice, along with commentary on the strengths and challenges of our design as well as its transferability across contexts. This article can serve as a guide for researchers and practitioners who want to support teachers as they develop teaching practices focused on addressing climate (in)justice in their classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431276 |
| Database: | ERIC |
| Abstract: | Teaching the scientific, historical, and social facets of global climate change, its causes, and inequitable impacts presents a challenge to most K-12 teachers. In this article we describe the design and implementation of a yearlong professional learning program created to support urban, public K-12 teachers in the creation and enactment of Justice-Centered Climate Change Pedagogy (JCCCP) while developing a long-term teacher learning community. The program, "Oakland Teachers Advancing Climate Action" (OTACA) is now in its fourth iteration in a major West Coast city. Here, we present the conceptual framework of JCCCP used to design the program; our approach to the professional development framework for supporting teachers in their collective development of JCCCP; and examples of JCCCP and our professional learning program in practice, along with commentary on the strengths and challenges of our design as well as its transferability across contexts. This article can serve as a guide for researchers and practitioners who want to support teachers as they develop teaching practices focused on addressing climate (in)justice in their classrooms. |
|---|---|
| ISSN: | 2475-8779 |
| DOI: | 10.1080/24758779.2024.2349940 |
