Teaching in the Anthropocene

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.

• AcknowledgementsLearning to Teach on the Edge of the AnthropocenePart Ⅰ: Challenges to Teacher Education Practice and PraxisChapter 1: Weaving Critical Education Perspectives in Teaching for Social and Ecological JusticeChapter 2: Schools and Communities: Interdisciplinary Learning and the Ecological Crises of the AnthropoceneChapter 3: Recognizing and Addressing Influential Root Metaphors: The Key to Reorienting Teaching and Teacher Education in the AnthropoceneChapter 4: "Country" Is My Gender, the Good Girl, and Ecojustice EducationChapter 5: Indigegogy: Using Indigenous Ways in TeachingChapter 6: Listening, Witnessing, Connecting: Histories and Storytelling in the AnthropocenePart Ⅱ: The Affective Dimensions of Teaching in the Face of the Earth's Decreasing HabitabilityChapter 7: To Love and to Teach Other People's Children in the Face of the Climate CrisisChapter 8: What Good Is a Poem When the World Is on Fire?Chapter 9: Hope in Action as a Pedagogical Response to Climate Crisis and Youth AnxietyChapter 10: Nurturing Embodied Agency in Response to Climate Anxiety: Exploring Pedagogical PossibilitiesPart Ⅲ: Relational Pedagogies in the AnthropoceneChapter 11: Embodying Ceremony as Pedagogy: The Role of School Administration in Reconceptualizing Indigenous Education in the AnthropoceneChapter 12: Plantation Logics and STEM Economics: Make Kin as Education for Multispecies' FlourishingChapter 13: Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable DevelopmentChapter 14: Of What's Now and What's Next: Poetry, Narrative, and Reimagining Teacher Education(s) beyond Received Anthropocentric ChauvinismChapter 15: Growing Rural Capacity for Responding to the Anthropocentric Exigencies of Our TimeChapter 16: Looking the Gift Horse in the Mouth: Climate Refugees and the Role of Education in Promoting InclusivityPart Ⅳ: Igniting the Empathic Imaginations of Tomorrow's TeachersChapter 17: Unsettling Climate Education: The Youth Are Waking Up and Walking Out. As Educators, How Do We Join Them?Chapter 18: ENVIROdigiART in the Age of the Anthropocene: A Reorientation of Teaching and Learning in Digital Artistic/Scientific Practices Across the CurriculumChapter 19: Deep Listening by the Sojourners CollectiveChapter 20: Teaching Geography Education in the Anthropocene: Focusing on Settler Colonialism, Slow Violence, and Solidarity Building in New Brunswick through DIY Art ProductionChapter 21: Wasteland Climate Anxiety: Meaningful (Teacher) EducationChildren's Voices Calling Us to Action at the Edge of the AnthropoceneGlossaryAuthor BiographiesIndex