Learning to change: Climate action pedagogy

Leimbach, T; Milstein, T

Learning to change: Climate action pedagogy

Leimbach, T

Milstein, T

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Publisher:: The Australian Association of Adult and Community
Publication Type:: Journal Article
Citation:: Australian Journal of Adult Learning, 2022, 62, (3), pp. 414-423
Issue Date:: 2022-12-14

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Field	Value	Language
dc.contributor.author	Leimbach, T https://orcid.org/0000-0002-8144-5065
dc.contributor.author	Milstein, T
dc.date.accessioned	2023-01-31T22:23:43Z
dc.date.available	2023-01-31T22:23:43Z
dc.date.issued	2022-12-14
dc.identifier.citation	Australian Journal of Adult Learning, 2022, 62, (3), pp. 414-423
dc.identifier.issn	1443-1394
dc.identifier.uri	http://hdl.handle.net/10453/165702
dc.description.abstract	This article considers higher education’s role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 as one of a suite of new courses using inside-out pedagogy in one of the oldest (and most recently holistically redesigned) Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW). Over ten weeks, while building foundational climate literacy underscored by imperatives of justice and education, CCA prioritises student leadership, active citizenship, and professional agency for real-world impact. We detail four key elements of the course design: 1) repositioning the course convenor as academic-facilitator to empower students to see climate crisis as a shared challenge addressed through joint contribution, 2) establishing an atmosphere of collective intelligence, shared accountability, and affect-based learning, 3) designing assessments that embed solutions and pedagogy to position students as climate innovators and educators, and 4) providing leadership opportunities in real-time to support students to experience their own growing expertise and professional agency. The approach reflects two motivations: to engage students with the immediacy and urgency of climate crisis, and to extend the core function of teaching academics to support real-world problem solving, social innovation and societal transformation.
dc.language	en
dc.publisher	The Australian Association of Adult and Community
dc.relation.ispartof	Australian Journal of Adult Learning
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.title	Learning to change: Climate action pedagogy
dc.type	Journal Article
utslib.citation.volume	62
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Communication
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-31T22:23:40Z
pubs.issue	3
pubs.publication-status	Accepted
pubs.volume	62
utslib.citation.issue	3

Abstract:

This article considers higher education’s role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 2022 as one of a suite of new courses using inside-out pedagogy in one of the oldest (and most recently holistically redesigned) Master of Environmental Management (MEM) programs in Australia, at the University of New South Wales (UNSW). Over ten weeks, while building foundational climate literacy underscored by imperatives of justice and education, CCA prioritises student leadership, active citizenship, and professional agency for real-world impact. We detail four key elements of the course design: 1) repositioning the course convenor as academic-facilitator to empower students to see climate crisis as a shared challenge addressed through joint contribution, 2) establishing an atmosphere of collective intelligence, shared accountability, and affect-based learning, 3) designing assessments that embed solutions and pedagogy to position students as climate innovators and educators, and 4) providing leadership opportunities in real-time to support students to experience their own growing expertise and professional agency. The approach reflects two motivations: to engage students with the immediacy and urgency of climate crisis, and to extend the core function of teaching academics to support real-world problem solving, social innovation and societal transformation.

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http://hdl.handle.net/10453/165702