Teaching in the Anthropocene: Education in the Face of Environmental Crisis - Softcover

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Alysha J. Farrell, PhD, lives in Brandon, Manitoba, which is located on the traditional homelands of the Dakota, Anishanabek, Cree, Oji-Cree, Dene, and Métis peoples. She is an Associate Professor in the Faculty of Education at Brandon University who is passionate about nurturing ecosophical orientations in the study of curriculum, pedagogy, and educational leadership.

Candy Skyhar, PhD, is an Associate Professor in the Faculty of Education (Department of Curriculum and Pedagogy) at Brandon University. Her research interests include rural education and capacity building, teacher professional development (particularly in rural contexts), mathematics education, and teacher identity.

Michelle Lam, PhD, is the director of Brandon University's Centre for Aboriginal and Rural Education Studies. She was an English as an Additional Language teacher for over ten years and was the Director of Teacher Training and Development for Lucas Detech Institute in Vietnam.

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This timely pan-Canadian collection presents various perspectives on teaching and teacher education in the face of the global climate crisis. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth’s decreasing habitability.

Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to climate and environmental crises and to encourage reflection on emotional responses to these adverse events. The editors begin with a discussion of this contested term and then proceed to make the case that we must decentre anthropocentric models in teacher education praxis. Divided into four thematic parts, the text covers the challenges to teacher education practice and praxis; the affective dimensions of teaching in the face of the global crisis; relational pedagogies in the Anthropocene; and ways to ignite the imaginations of tomorrow’s teachers. Together, the authors explore new theoretical eco-orientations and innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This volume is essential reading for pre- and in-service teachers and teacher educators.