Säfström, Carl Anders and ÖSTMAN, LEIF (2020) Transactive Teaching in a Time of Climate Crisis. Journal of Philosophy of Education, 54 (4). pp. 989-1002. ISSN 0309-8249

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Abstract

This article discusses three problems that need to be tackled when the climate crisis becomes 'a sustainability issue' to be taught in schools. The article highlights, first, how knowledge concerning sustainability in schools risks being reduced and made into knowledge about 'things'. Secondly, it also discusses how students in such a context risk being treated as instruments for ways of being in the world, rather than being subjects with ethical and political concerns for the world in which they live 'here and now'. Thirdly, as we explore through some empirical examples, such reduction and instrumentalism objectifies both students and nature, which makes an adequate response to the crises obsolete. As an alternative, the article develops a notion of grievability and its importance for adequately responding to all living beings within a project of sustainability. To this end, it develops suggestions for a transactive teaching approach in a time of climate crisis.

Item Type:	Article
Additional Information:	Cite as: SÄFSTRÖM CA, ÖSTMAN L. Transactive Teaching in a Time of Climate Crisis. Journal of Philosophy of Education. 2020;54(4):989-1002. doi:10.1111/1467-9752.12477
Keywords:	Climate change; Sustainability; Environmental education; Children & the environment; Environmental literacy;
Academic Unit:	Centre for Teaching and Learning
Item ID:	16053
Identification Number:	https://doi.org/10.1111/1467-9752.12477
Depositing User:	Carl Anders Safstrom
Date Deposited:	07 Jun 2022 10:52
Journal or Publication Title:	Journal of Philosophy of Education
Publisher:	Wiley
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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