March 2021 - GTA-PeDAGoG - lists.ourproject.org

CFP: International Workshop on Urban Climate Justice
by Prakash Kashwan 09 Mar '21

09 Mar '21

Dear PeDAGog Friends and Colleagues: We invite proposals for an international virtual workshop that the Climate Justice Network (https://www.climatejusticenetwork.org/) will organize during June 28-30, 2021, as part of a Special Funds project supported by the American Political Science Association (APSA). This Workshop will host a selected group of young and under-represented scholars and practitioners focused on climate justice in urban and rapidly urbanizing areas of the global South, including the South within the global North, i.e., frontline black and brown communities and indigenous peoples in North America. For more information, please see: https://www.climatejusticenetwork.org/international-virtual-workshop-on-urb… In solidarity, Prakash --------------------------------------------------------------------- Prakash Kashwan, Ph.D. Associate Professor, Department of Political Science, University of Connecticut Co-Director, Research Program on Economic and Social Rights, Human Rights Institute Editor, Environmental Politics Senior Research Fellow, Earth System Governance Project External Faculty Affiliate, Ostrom Workshop, Bloomington University of Connecticut 365 Fairfield Way, Storrs, CT 06269 Phone: 860-486-7951 http://prakash-kashwan.uconn.edu/ Book: Democracy in the Woods <https://www.amazon.com/Democracy-Woods-Environmental-Conservation-Comparati…> (Oxford University Press, 2017). Inequality, Democracy, and the Environment: A Cross-National Analysis <https://www.sciencedirect.com/science/article/pii/S0921800915301191> (*Ecological Economics 2017*) Rethinking power and institutions in the shadows of neoliberalism <https://www.sciencedirect.com/science/article/pii/S0305750X18301748> (*World Development 2019*). Planetary justice: Prioritizing the poor in earth system governance <https://www.sciencedirect.com/science/article/pii/S2589811620300343> (*Earth System Governance 2020*). The UN declaration on the rights of peasants, national policies, and forestland rights <https://doi.org/10.1080/13642987.2021.1874940> (*The International Journal of Human Rights* 2021). Climate Justice in the Global North <https://online.ucpress.edu/cse/article-abstract/5/1/1125003/116311/Climate-…> (*Case Studies in the Environment 2021)*. Popular Press: Environmental Racism <https://theconversation.com/american-environmentalisms-racist-roots-have-sh…> (The Conversation).

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School of Ecology
by Nadarajah Manickam 07 Mar '21

07 Mar '21

School of Ecology 2021: Schedule and Curriculum https://homef.org/2021/03/05/school-of-ecology-2021-schedule-curriculum/

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Sharing our work: on limits to 'technological solutions' and on a transdisciplinary, justice-centred climate pedagogy
by singhvan＠rcn.com 06 Mar '21

06 Mar '21

Dear Friends, I would like to share with the group two recent papers of relevance to climate education: 1) Chirag Dhara, a climate physicist at Indian Institute of Tropical Meteorology, and I (physics professor and educator at Framingham State University in the US) have co-authored a paper called “ The Elephant in the Room: Why Transformative Education Must Address the Problem of Endless Exponential Economic Growth ”, arXiv:2101.07467 [econ.GN]. https://arxiv.org/abs/2101.07467 . It is a chapter in the forthcoming volume published by UNESCO, Charting an SDG 4.7 roadmap for radical, transformative change in the midst of climate breakdown. In this paper we develop several theoretical arguments that impose strong physical, mathematical, logical, pragmatic and behavioural constraints that collectively place strong limits on ‘technological solutions’ for sustainability, and therefore, the fundamental conflict between the growth agenda of SDG 8 with the others. Given the imperative for these ideas be disseminated as widely as possible, we suggest interventions in the educational system where these arguments can be introduced and explored. 2) In the same forthcoming volume I have a chapter on a transdisciplinary, justice-centred approach to climate pedagogy, describing my experiments in an undergraduate physics course for non-science majors at a small, public, mostly working class US university. However that is not yet on a preprint server so I am attaching a link to a more detailed paper on the same approach that is available here: https://arxiv.org/abs/2008.00281 . There are a couple of versions with somewhat different titles but the substance is the same. Toward an Effective Pedagogy of Climate Change: Lessons from a Physics Classroom . This work is an attempt to transcend (to the extent that I've been able to) the constraints of the neoliberal academic institution through a holistic, justice-centered framing. It is very much a work in progress, but has shown promise (and I'm currently working on how experiences of communities at the forefront of climatic and other impacts might inform this approach). Because I talk about transdisciplinarity and justice as well as climate science essentials, I hope it will be of interest and relevance to those teaching outside the sciences as well. Naturally, other educational contexts will give rise to other framings, but I am hoping that the emphasis on transdisciplinarity and justice will continue the important conversation in this direction. The Abstracts of the two papers are below. I hope you will find both these works interesting. My colleague and I welcome your comments and suggestions. Best, Vandana ———— The Elephant in the Room: Why Transformative Education Must Address the Problem of Endless Exponential Economic Growth Chirag Dhara and Vandana Singh Abstract: ———— A transformative approach to addressing complex social-environmental problems warrants reexamining our most fundamental assumptions about sustainability and progress, including the entrenched imperative for limitless economic growth. Our global resource footprint has grown in lock-step with GDP since the industrial revolution, spawning the climate and ecological crises. Faith that technology will eventually decouple resource use from GDP growth is pervasive, despite there being practically no empirical evidence of decoupling in any country. We argue that complete long-term decoupling is, in fact, well-nigh impossible for fundamental physical, mathematical, logical, pragmatic and behavioural reasons. We suggest that a crucial first step toward a transformative education is to acknowledge this incompatibility, and provide examples of where and how our arguments may be incorporated in education. More broadly, we propose that foregrounding SDG 12 with a functional definition of sustainability, and educating and upskilling students to this end, must be a necessary minimum goal of any transformative approach to sustainability education. Our aim is to provide a conceptual scaffolding around which learning frameworks may be developed to make room for diverse alternative paths to truly sustainable social-ecological cultures. Toward an Effective Pedagogy of Climate Change: Lessons from a Physics Classroom Vandana Singh Abstract A major roadblock to effective climate education is the lack of radical visions (Kwauk, 2020) for engaging with climate change and related social-environmental crises in the classroom. Key aspects of the climate system: its inherent complexity and transdisciplinarity, the entanglement of social and natural systems, and the fact that it spans large scales of space and time - all present serious challenges to our modern, compartmentalized formal education systems. I present an argument for a justice-centered, inter-to-transdisciplinary conceptualization of climate change at the nexus of science, society and justice, which is designed to engage with the very features of the climate system that make it challenging. Based on pedagogical experiments in an undergraduate physics classroom for non-science majors, I identify five general barriers to teaching climate change, and formulate four dimensions of an effective climate pedagogy: the scientific-technological, the transdisciplinary, the onto-epistemological, and the psychosocial action dimensions. Within the context of a collaborative classroom culture informed by transformational learning, I describe the use of a meta-conceptual framework that, along with the issue of climate justice, seeks to realize all four dimensions of an effective climate pedagogy. This broad holistic framework is potentially adaptable to contexts and disciplines beyond undergraduate physics.

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Opening ceremony to Re-imagine Eucation now - Ceremonia comienza ahora!
by Andrea González Andino 04 Mar '21

04 Mar '21

Opening ceremony to Re-imagine Education is now, enter here https://us02web.zoom.us/j/84152342824?pwd=a2hvbGhRL3RhRnV5ZmZrQ0R0S1RGUT09 Remember to sign up for the conference here https://re-imagining.education/registration/ [image: 153188448_199942074896240_8968383040696541160_o (1).jpg] Aquí ingresen a la Ceremonia https://us02web.zoom.us/j/84152342824?pwd=a2hvbGhRL3RhRnV5ZmZrQ0R0S1RGUT09 y recuerden registrarse aquí https://re-imagining.education/registration/ -- At. Andrea González Andino +593 984583118

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Gaarú: The growing African Movement for Earth Jurisprudence
by Carlotta Byrne 03 Mar '21

03 Mar '21

(Apologies for any x-posting) Dear Friends, I'm writing to share a new film (12 mins) - Gaarú: The growing African Movement for Earth Jurisprudence <https://vimeo.com/488184771> Released on African Environment Day/Wangari Maathai Day, the film follows African grassroots leaders who are working to protect and restore Africa’s lands, waters, forests, and the ecological knowledge of her peoples. Hailing from across the continent, these leaders are undergoing a transformational, UN-recognised training process, facilitated by The Gaia Foundation. Gaarú explores the training process, introduces Africa's new grassroots leaders and explores the meanings of Earth Jurisprudence in Africa. We have also launched an interactive story to accompany the film.<https://www.gaiafoundation.org/gaaru-the-growing-african-movement-for-earth…> Enjoy! Carlotta [Logo Description automatically generated] Carlotta Byrne Earth Jurisprudence Programme Coordinator carlotta(a)gaianet.org<mailto:[email protected]> I Skype:carlottabyrne I Mobile: 00447742645837 The Gaia Foundation www.gaiafoundation.org<http://www.gaiafoundation.org>

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