Conferences

Conferences

EEASA 2020 – RETHINKING EDUCATION DURING TIMES OF CLIMATE CRISIS

Knowledge, policy, practice gaps and opportunities

How do we bridge the science, policy and education interface in Climate Change education?
What are important elements for policy in terms of teachers, teacher educators, learner’s curriculum? Schools? What key ideas should frame CCE to help knit the patchiness together?

Listen to or read through the following presentations below and join us at EEASA’s 2020 Sustainability Dialogue as we discuss Rethinking education during times of climate crisis: Knowledge, policy, practice gaps and opportunities”.

Addressing Climate Change through learning (Justin Lupele)
Capacity Building and partnerships for ESD and Climate Change Education in Teacher Training (Elka Vanwildemeersch)
Climate Chage Education: What role for Education (Prof. Heila Lotz Sisitka )
Climate change mitigation policy practice and knowledge implications
Knowledge, policy, practice gaps and opportunities: Climate change mitigation policy implementation context (Mapula Tshangela)
Climat Change human impact
Climate Change : Human Impact (Kanthan Naidoo)

Transformative approaches to climate change education

Education has a critical role to play in inspiring volitional action for agency-based approaches to climate change. By raising awareness and engaging in critical dialogues and skills development, education becomes an important catalyst for engaging and responding to Climate change. Listen to or read through the following presentations below and join us at EEASA’s 2020 Sustainability Dialouge with Distinguished Prof. Coleen Vogel, Assoc. Prof Ingrid Schudel, Loran Piek and Dr. Charles Chikunda as they examine the Transformative approaches to climate change.

Transforming Climate Change Education through Professional Learning Communities (Loran Pieck)
Towards climate empowerment in Teacher Education (Charles Chikunda)
Transformative Learning in CCE: Principles and dialectics in two rural primary classrooms (Ingrid Schudel)
EEASA Coleen Vogel
Climate Chage: Educating for Change (Coleen Vogel)

Climate change education: Practice based pedagogy

The session highlights some examples of practice-based approaches to Climate Change education. It explores the good practices and highlights key lessons and approaches that can be drawn on to support whole institution approaches and learner’s agency.

Listen to or read through the following presentations below by Dr David Monk, Ms Cindy lee Cloete, Mike Irvine, Caleb Mandikonza and Veronique De Grave as they deliberate “What approaches would support the engagement of whole school and institution involvement in developing climate resilience“?

Caring to Act: Live, transformative learning experiences for climate action (Mike Irvine)
MOS Smart Schools, Sustainable Schools (Veronique De Grave)
Youth participatory action on climate change: A story of lifelong learning in Gulu (David Monk)
Caleb Climate Change Education approaches in South Africa 1
Climate Change Education approches in South Africa (Caleb Mandikonza)

Climate change education for the future: What have we learnt? What do we still need to do?

Listen to or read through the following presentations below by Prof. Rob o’ Donoghue ,Prof. Overson Shumba, Dr. Sheperd Urenje, Preven Chetty and Kgomotso Thomas as they deliberate:

What are some of the key learnings focussed on teacher education, learners, schooling institutions, youth, community across the system of formal and informal learning?

What do we still need to do?

How can we do things better for more systemic impact at all levels of the system

Committed Climate Action: A matter of concern in ESD in southern Africa? (Prof Overson Shumba)
Climate Change: The inclusion of regional cultural capital and seasonal dynamics in the teaching of climate science and future sustainability (Rob O’ Donoghue)
Climate Change Education Into the future: resonance praxis building, resilience and the ending of the abyssal line (Preven Chetty)
Climate Change Education for the Future (Shepherd Urenje)
PLCS as opportunities to support teachers’ capabilities and valued functionings for Climate Change Education (Kgomotso Thomas)