This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. 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 the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors' discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis.

The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow's teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators.

FEATURES:

• Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K-12, post-secondary, and more
• Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education
• Features discussion prompts in each chapter to enhance student engagement with the material

About the Author
Alysha J. Farrell, PhD, lives in Brandon, Manitoba, which is located on the traditional homelands of the Dakota, Anishanabek, Cree, Oji-Cree, Dene, and Metis 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.

Book Information
ISBN 9781773382821
Author Alysha J. Farrell
Format Paperback
Page Count 338
Imprint Canadian Scholars
Publisher Canadian Scholars
Weight(grams) 363g