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1154 | 893 | Teaching climate change – challenges for curriculum thinking | Sofie Nilsson

Understanding and dealing with a genuine problem like climate change is a challenge for society and the world. Here, climate change is understood as the changes in earth systems, global warming and shifts in planetary boundaries. In this context, climate change is not just a contemporary problem, but also a problem for the future with. Thus, it could be regarded as a super-complex problem (Andersson et al., 2019) or a wicked problem (Rittel & Webber, 1973) since it brings predicaments for all! Hence it is highly relevant for school and geography teaching. _x000D_
This presentation will draw on preliminary results from a study on teachers’ curriculum thinking when planning teaching climate change. The presentation will also include the rigging of the study (in-service and practice-based design) and a description of data collection (interviews, imaginary-maps)._x000D_
The study and the preliminary results will be discussed in relation to the complexity of geography teaching, such as geographical analyses and geographical thinking (Nilsson &Bladh, 2022). Further, I will relate this to the Swedish Geography curriculum (Skolverket, 2022). Finally, I will connect my study to the discussion of Anthropocene as a challenge of curriculum thinking. _x000D_
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References:_x000D_
Andersson, K., Hylander, F., & Nylén, K. (2019). Klimatpsykologi. Hur vi skapar hållbar förändring. Natur & Kultur. _x000D_
Nilsson, S., & Bladh, G. (2022). Thinking Geographically? Secondary Teachers’ Curriculum Thinking when Using Subject-Specific Digital Tools. Nordidactica: Journal of Humanities and Social Science Education(2022: 3), 171–203. _x000D_
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730 _x000D_
Skolverket. (2022). Kursplan i geografi (Lgr22). Skolverket. _x000D_
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Sofie Nilsson
Karlstad university

 
ID Abstract: 893

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1154 | 183 | Transdisciplinar and methodological approaches in didactic projects on the landscape in secondary education in Catalonia | Oriol Porcel Montané

Due to the urgency of undertaking an eco-social transition to face the global environmental crisis, it is necessary to promote an ecosocial education that enables the young generations to develop a critical framework of knowledge, thinking and action that links globalizing processes with transformations that occur at the local scale, since this is where these environmental crisis is reflected but also where ecosocial alternatives must materialize, from degrowth to the energy transition, etc._x000D_
In this context, landscape, as a social construction, emerges as the crossroads between these transformations, at the same time that it is where issues such as belonging, the generation of community and identity and the socio-community creation of space, are structured._x000D_
That is why the landscape has been a vehicular axis of many curricular proposals in the secondary stage, generating a great variety of projects, initiatives and didactic resources. But do these proposals respond to the requirements for a critical and committed eco-social literacy of the young generations? Are they inter and transdisciplinary proposals, which break rigid conceptual frameworks and allow the social sciences, the natural sciences, the arts, etc., going to meet? Or are they, on the contrary, proposals that conform to the official curricula and therefore perpetuate knowledge-thought-action frameworks that reproduce the social and cultural superstructures of capitalism?_x000D_
This communication will show the partial results of an on-going doctoral research that analyses a multitude of projects and resources that have the landscape and the territory as a vehicular axis based on four variables: degree of territorialization, that is, the scale of work; variety of educational competences implemented, from the acquisition of knowledge to the promotion of action and socio-community and participatory commitment; degree of methodological diversity; and degree of inter and transdisciplinarity.

Oriol Porcel Montané
Phd Fellow, Department of Geography, Universitat de Girona

 
ID Abstract: 183

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1154 | 324 | Exploring ‘The era of the Anthropocene’ subject in Universitat Oberta de Catalunya | Aritz Tutor Anton

By studying the Anthropocene we can see the importance of space, of the relationships between nature and society, between different countries, of the spatial distribution of technological innovations and the unequal way in which territories face environmental costs. In this sense, the discussion that has been generated around the concept of Anthropocene places the main focus at the responsibility of human actions and the role played by the rest of the agents (in the accelerated change of the landscape, in the changes in the biosphere, the hydrosphere, lithosphere and atmosphere, etc.). Deepening the understanding of the relationships between society and nature and recognizing the basic concepts of the functioning of natural systems, as well as identifying the main socio-ecological challenges, are vital to understanding the Anthropocene._x000D_
In this communication we will analyse the subject ‘The era of the Anthropocene’ (La era del Antropoceno) that is taught at the Universitat Oberta de Catalunya within the University Master’s Degree in Contemporary World History (Máster universitario de Historia del Mundo Contemporáneo). We will examine how the subject is articulated around its 4 challenges (the debate on the Anthropocene, the energy transition, electrification and gender, the environmental impact of agriculture and inequality in the consumption of materials) to see how we can influence a vision more geographical, beyond a time based explanation._x000D_
How can we imbricate and get students concepts as spatial as uneven development or North-South relations? How to provide, in this specific case, the subject with a powerful geographical scope?_x000D_

Aritz Tutor Anton
UPV-EHU

 
ID Abstract: 324

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1154 | 380 | Teacher professional development for the Anthropocene – building on GeoCapabilities | David Mitchell


This paper presents a case study of one online professional development course for geography teachers called ‘Teaching Sustainable Futures’ (TSF) from UCL’s Centre for Climate Change and Sustainability Education (CCCSE). I will explain how the course was developed by asking: how can professional development help geography teachers contribute to young people’s capabilities to live and flourish in the Anthropocene? _x000D_
The research-informed course aims to help teachers to access the potential of Geography (the discipline) to help young people understand the Anthropocene and develop their agency to act toward sustainable futures

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. The Geographical Association’s curriculum framework (2023) combined with the GeoCapabilities project https://www.geocapabilities.org/ helps to guide the approach to using the disciplinary knowledge of geography. Critical geography education with a pedagogy of enquiry for action are important principles guiding how teachers can be equipped to explore more hopeful futures for young people, when teaching issues often represented as catastrophic and fearful, such as climate change. The challenges and dilemmas of developing the course are discussed, such as which geographies to include, and balancing truthfulness and honesty with hope and action. Powerful disciplinary knowledge (PDK) – the potential of geography to understand the Anthropocene – is a guiding principle in the course. The exploration of values is also important. This intersection of knowledge and values, and the interdisciplinarity which arises when Anthropocene issues are explored in geography, informed the course design (see Mitchell and Stones, 2022). A group of teachers contributed to developing and trialling parts of the course. Their feedback is used to offer tentative findings on its potential for geography teachers, teaching and young people. _x000D_

David Mitchell
University College London

 
ID Abstract: 380

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1154 | 714 | The Anthropocene and the planetary in the context of the climate and ecological emergency | Martin Gren

This presentation aims to address some of the conceptual and existential challenges that geography educators and researchers face in the Anthropocene. One challenge is about “the planetary”, a concept that has recently began to appear in social science and the humanities. Is it to be theorized as a scale, or is it un-scalable? How does it relate to Modern geographical theorizing, particularly the Global and the scale of local-global? Do we need to re-think the Planet over the Globe in a geographical framework relevant to the Anthropocene? Is the planetary also intertwined with the rise of a (partly) new object/being for geography that now is referred to as, for example; the Earth System, the Geobiosphere of the Anthropocene, the Critical Zone, GAIA? Does the Planetary therefore challenge geography´s big and dear objects (place, landscape, space,…) because they essentially have the Earth´s surface as projection plane (and not the Planetary)? And what does the “planetary turn” imply for a Modern geographical imagination that operates with conceptual fix-points like Nature, Society, Culture?_x000D_
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The other side of the Anthropocene is literally about life and death. We live in a in the midst of a planetary climate- and ecological emergency. The overall emergency narrative seems clear enough, at present we seems to be on track for about 2 to 3 degrees Celsius of planetary heating (“global warming”). In order to avoid the worst effects of planetary climate- and ecological change, we need a societal transformation that in time and scope is historically unprecedented. Meanwhile, loads of difficult existential aspects arise that geography educators will be confronted with. For example, many young people state that they are “doomed”, and the Modern hopes and promises of a better societal future is now overshadowed by a dire earthly Anthropocene future moving towards them._x000D_

Martin Gren
Linnaeus University, Sweden

 
ID Abstract: 714

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1154 | 811 | Rethinking geography education in the Anthropocene – exploring some key issues | Gabriel Bladh

This paper aims to discuss the implications of the Anthropocene challenges for geography education and the current school curriculum. Research on human interventions in the Earth system have increasingly found evidence that humans are profoundly changing the ecology of the planet earth, and have become a geological force. The relationship between “nature” and “culture” has been a central component in the constitution of geography as a science as well as a school subject. It can be argued that geographical knowledge has considerable educational potential to explore and make sense of relations and interconnections in the context of a complex world and a dynamic earth system. However, scientific specialization have made the links between disciplinary knowledge and the holistic idea of geography challenging. The intellectual history of the subject of geography illustrates how difficult it is to escape dualistic thinking. _x000D_
In a geographical context, the challenges of the Anthropocene lead to a revisiting and rethinking of ideas about the relationship between humans and nature, and on perspectives of sustainable development. This includes complex issues on ontology and epistemology, which also have a bearing on school geography. A key challenge for Geography education is to consider how to approach the relationship between people and the environment from different temporal and spatial scale perspectives including future thinking. Another is how to deal with ontological shifts when using different conceptions of space and place, e.g. space/place as a physical-material entity or as a space/place for human thought and action. Further, a geography curriculum for the Anthropocene will have many “wicked problems” to handle, which need a more grounded position on ethics as well as an expanded deliberative repertoire for teachers’ work in the classroom._x000D_

Gabriel Bladh
Karlstad University

 
ID Abstract: 811

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1154 | Geography Education and the challenge of the Anthropocene | Tine Béneker (1); Gabriel Bladh (2)

The Anthropocene is a concept and perspective that challenges many foundations in our thinking about the relationships between human society and the planet earth. Findings from Earth Systems Science as well as research by Quaternary Geology Stratigraphers designate the Anthropocene as an ecological and epochal threshold. Humans are profoundly changing the ecology of the planet earth, and have become a geological force. For geographers, the Anthropocene leads to a revisiting and re-evaluation of ideas on human-nature relationships, including those between human and physical geography.  
This has major implications for the school subject Geography. On the one hand, geographical knowledge has profound educational potential to make sense of this day and age as well as to engage in scenario thinking and discuss alternative futures. Thinking geographically can provide the means to explore, interpret and clarify relations and interconnections in the context of a complex world and a dynamic earth system. New attention is being paid to the role of place in pedagogy, more-than-human elements and outdoor education (Lynch & Mannion, 2021). On the other hand, it poses great challenges because the current school curriculum (and practice) is often not (yet) equipped for it: the stability of natural systems is mostly taken for granted, geo-historical writing of the earth and of human mankind are not connected, let alone the implications for discussing sustainable development. A deeper engagement with the Anthropocene from a geographical point of view would include the study of many ’wicked problems’ with related ethical questions, putting the values dimension of geography education up front (Mitchell & Stones, 2022).
World-wide the concept of the Anthropocene is still absent in geography curricula (Bagoly-Simó, 2021). However the discussion about it, among researchers, teacher educators and geography education communities, becomes more prominent. Therefore, this session will raise questions about how the Anthropocene challenges curriculum thinking and didactical practices in geography education, as well as how teachers can handle these challenges.  
Bagoly-Simó, P. (2021) What Does That Have to Do with Geology? The Anthropocene in School Geographies around the World, Annals of the American Association of Geographers, 111:3, 944-957
Lynch, J. & Mannion, G. (2021) Place-responsive Pedagogies in the Anthropocene: attuning with the more-than-human, Environmental Education Research, 27:6, 864-878
Mitchell, D. & Stones, A. (2022). Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene. London Review of Education. Vol. 20(1).   Type: presentations, discussionLanguage: English

Tine Béneker (1); Gabriel Bladh (2)
(1) Utrecht University, (2) Karlstad University

 
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1154 | 37 | Future Focused Teaching Orientations of Geography Teachers in Germany and The Netherlands | Uwe Krause, Tine Béneker

The Anthropocene and climate crisis requires (among others) abilities to think longer term, to imagine futures, to distinguish probable and preferable futures, to apply multiple perspectives to (sustainability) issues and make trade-offs. Geography education can help young people to develop these capabilities. However, futures orientations in geography education still seem to be limited, due to for example curriculum restraints, absence in teacher education and lack of teachers knowledge and experiences. In a comparative study we interviewed 30 Dutch and 20 German upper secondary teachers about their teaching orientations (as part of their PCK) and the type of tasks they set while teaching the global food issue. A considerable number of teachers in both contexts show an orientation aiming at futures and sustainability oriented thinking and problem solving skills. These teachers tend to use more higher order thinking tasks in their lessons. Although the curriculum and central examination context do influence the type of task setting. During this presentation we will identify in greater detail the type of task setting, the intended powerful knowledge and the related argumentation by teachers, in order to get a better and clearer idea on how these teachers already shape their ‘teaching in the Anthropocene’.

Uwe Krause, Tine Béneker
Fontys University of Applied Sciences Tilburg, Utrecht University

 
ID Abstract: 37

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