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”.
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.
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“?
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