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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
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  Data: 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
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  Data: 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.
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        StartPage: 133
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      – SubjectFull: Justice
        Type: general
      – SubjectFull: Climate
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      – SubjectFull: Faculty Development
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      – SubjectFull: Urban Schools
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Program Design
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      – SubjectFull: Program Implementation
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      – SubjectFull: California (Oakland)
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      – TitleFull: Creating a Family of Educators Committed to Justice-Centered Climate Change Pedagogy
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