How then, should education address the global challenge of climate change? How can we best support children, youth and adult learners to address what Michael Mann identified as the new tactics of climate denial: deflection, division, doomism and delay. How are we to address the wider question of transforming the structures and functions of education systems to address these challenges? How are educational institutions responding to climate change in their buildings, meals, gardens, transport and more? How can education support the building of social and economic systems for sustainable futures, without losing sight of its educational mission and purpose?

Education’s role in the climate crisis is to address the immediate emergency, and also extends to long term, holistic views of systems transformation; empowering local communities for adaptive and mitigation action. Rigorous research exists that examines how education can contribute to students’ future building; indeed, education is seen as being key to making that happen. Education provides ways to conceptualise futures; to recreate, transgress and transform imperfect presents by engaging learners in defining and meeting the needs of a future that they are reimagining.

Education in Times of Climate Change 9
Distinguished Professor Heila Lotz-Sisitka, Environmental Learning Research Centre Rhodes University, South Africa;
Professor Eureta Rosenberg, Environmental Learning Research Centre Rhodes University, South Africa
Part 1: Overview Perspectives 15
01 The Uses of Policy Research 16
Marcia McKenzie, Professor, University of Melbourne/University of Saskatchewan, Australia and member of the
Monitoring and Evaluating Climate Communication and Education Project, Australia;
Aaron Benavot, Professor, University of Albany-SUNY, United States of America and member of the Monitoring
and Evaluating Climate Communication and Education Project, USA
02 The Banality Of Climate Collapse: What Can Education Do? 19
Edgar J. González Gaudiano, Dr., Senior researcher, Instituto de Investigaciones en Educación,
Universidad Veracruzana, México;
Pablo A. Meira Cartea Professor, Faculty of Education, University of Santiago de Compostela, Spain
03 Towards Climate Justice: Lessons from Girls’ Education 23
Christina T. Kwauk, Education Consultant, Kwauk and Associates, United States
04 Developing National Strategies: the Zambia Context 28
Justin Lupele,Dr., Environment and Education Specialist, Beehive Associates Limited, Zambia
Part 2: Expanding Learning and Agency Across Boundaries 33
05 Transformation through Crisis: A Municipal Enacted Utopia in Finland 34
Annalisa Sannino, Professor, Tampere University, Finland;
Yrjö Engeström, Professor Emeritus, University of Helsinki, Finland
06 Climate Change Resilience through Collaborative Learning in the Colombian Coffee Region 38
Thomas Macintyre, Dr.,Project leader, Fundación Mentes en Transición, Colombia, South America;
Martha Chaves, Dr., Director Fundación Mentes en Transición, Colombia, South America;
Tatiana Monroy, Ms., Sustainability practitioner, Fundación Mentes en Transición, Colombia, South America
07 Towards an Unhidden Curriculum 41
Sarah Van Borek, Dr., Consultant, Environmental Learning Research Centre Rhodes University, South Africa
Part 3: Transforming Learning, Activism and Relating 45
08 The Living Library :Transdisciplinary Conversations 46
Laila Mendy, Ms, Project Coordinator at Climate Change Leadership, Uppsala University, Sweden;
Isabel Baudish, Ms, Project Coordinator at Climate Change Leadership, Uppsala University, Sweden;
Stefania Barca Zennström, Dr., Visiting Professor in Climate Change Leadership, Uppsala University, Sweden
09 Scholar Activist Solidarity in Ocean Justice Movements in South Africa 51
Taryn Pereira, Ms, Researcher, Environmental Learning Research Centre, Rhodes University, South Africa;
Dylan McGarry, Dr, Co-Director of the One Ocean Hub and Senior Researcher, Environmental Learning Research
Centre, Rhodes University, South Africa
10 Reimagining the Place of Nature in Education: Photographic Provocations for Relational Becoming 55
Elisabeth Barratt Hacking, Mrs, Senior Lecturer, Deputy Head, Department of Education, University of Bath, England;
Bethany Davies, Mrs, independent researcher, Australia;
Eliane Bastos, Ms, PhD Researcher, Department of Education, University of Bath, England;
Ria Dunkley, Dr, Senior Lecturer, School of Education, University of Glasgow, Scotland;
Hannah Hogarth, Mrs, PhD Researcher, Department of Education, University of Bath, England;
Jenny Quinn, Ms, Learning and development professional, Bristol, England;
Bryony Sands, Dr, Postdoctoral Fellow, Gund Institute for Environment, University of Vermont, United States;
Lucy Wenham, Dr, Lecturer, School of Education, University of Bristol, England
11 Eco-Citizenship Development in a High School in México 61
Laura Bello Benavides, Dr, Instituto de Investigaciones en Educación, Universidad Veracruzana, México
Part 4: Engaging Diverse Knowledges in Climate Change Response 65
12 University-community Engagement in Mozambique 66
Adriano Felix, Mr, Assistant lecturer of Urbanism at Lurio University, Faculty of Architecture and Spatial
Planning and Executive Director at Mozambican Association for Applied Studies (AMEA), Mozambique
13 Diverse Ways of Knowing: Challenges for Responding to Climate Change 69
Derick du Toit, Research Associate, Association for Water and Rural Development, South Africa;
Sharon Pollard, Executive Director, Association for Water and Rural Development, South Africa;
Charles Chikunda, Programme manager, Education for Sustainable Development, United Nations Educational,
Scientific and Cultural Organization, Regional Office of Southern Africa, Zimbabwe;
Ray Ison, Professor of Systems, Applied Systems Thinking in Practice Group, Open University, United Kingdom
14 Rethinking School-Community Participation Policies in Times of Climate Change in Mexico 74
Juan Carlos A. Sandoval Rivera, Dr, Researcher, Instituto de Investigaciones en Educación, Universidad
Veracruzana, México;
Rosa Guadalupe Mendoza Zuany, Dr, Researcher, Instituto de Investigaciones en Educación, Universidad
Veracruzana, México;
María Concepción Patraca Rueda, PhD student, Instituto de Investigaciones en Educación, Universidad Veracruzana, México;
Fabiola Itzel Cabrera García, PhD student, Instituto de Investigaciones en Educación, Universidad Veracruzana, México
Part 5: Young People and the Call for Climate Action 79
15 Regenerative Youth Futures: Learning Beyond Perfunctionary Awareness and Behavioural Change 80
Nokuthula Daweti, Ms, Co-Founder and Director, Makhanda Black Kollective, South Africa;
Sanele kaNtshingana, Mr, Lecturer, African Languages and Literatures, University of Cape Town, South Africa;
Injairu Kulundu-Bolus, Dr, Senior Lecturer, Environmental Learning Research Centre, Rhodes University, South Africa
16 School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices 84
Ole Andreas Kvamme, Associate Professor, Department of Teacher Education and School Research,
University of Oslo, Norway;
Astrid Sinnes, Professor of Science Education, Norwegian University of Life Sciences, Norway;
Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, Wageningen University,
The Netherlands
17 South African Youth Co-Engaged in Climate Policy Making 90
Coleen Vogel, Distinguished Professor, Global Change Institute, University of the Witwatersrand, South Africa;
Bright Nkrumah, Dr, Post-doctoral scholar, Global Change Institute, University of the Witwatersrand, South Africa;
Desirée Kosciulek, Head of Youth Programmes, South African Institute of International Affairs, South Africa;
Ditebogo Lebea, Youth Programmes Associate, South African Institute of International Affairs, South Africa;
Tyler Booth, Youth Policy Committee, – South African Institute of International Affairs, South Africa;
Marjorie Brown, Head of History Department, Roedean School, South Africa
Part 6: Children’s Voices in Climate Action 95
18 Responding to Voices of Children 96
Karin Sporre, Professor, Department of Applied Educational Science, Umeå University, Sweden;
Christina Osbeck, Professor, Department of Pedagogical, Curricular and Professional Studies, University
of Gothenburg, Sweden
19 Using Weather as Teaching Moments for Young Children 100
Irida Tsevreni, Assistant Professor, Department of Early Childhood Education, University of Thessaly, Greece;
Nikolaos Proutsos, Associate Researcher, Institute of Mediterranean Forest Ecosystems, Hellenic Agricultural
Organisation “DEMETER”, Greece;
Dimitris Tigkas, Laboratory of Reclamation Works and Water Resources Management, National Technical
University of Athens, Greece
20 Making space for children’s voices in climate action 104
Anna James, Dr., PhD Scholar, Environmental Learning Research Centre, Rhodes University, South Africa;
Nanna Jordt Jørgensen, Associate professor, University College Copenhagen, Denmark
Part 7: Transforming Higher Education for Sustainable Futures 109
21 Higher Education Leadership: Cruise or Expedition? 110
John Holmberg Professor at Division of Physical Resource Theory, Chalmers University of Technology,
Gothenburg, Sweden;
Johan Holmén, Dr., Postdoctoral researcher at Division of Physical Resource Theory, Chalmers University
of Technology, Gothenburg, Sweden
22 Strategies Advancing Climate Change Education in Three Brazilian Universities 114
Luciana Brandli, Professor, University of Passo Fundo, Brazil;
Amanda Salvia, Dr., Research Associate, University of Passo Fundo, Brazil;
Janaina Mazutti, Researcher, University of Passo Fundo, Brazil;
Giovana Reginatto, Researcher, University of Passo Fundo, Brazil;
Tercio Ambrizzi, Professor, University of São Paulo, Brazil;
Salomão Hage, Professor, Federal University of Pará, Brazil;
Tristan McCowan, Professor, University College London, UK
23 Environmental Initiatives in Indian Higher Education 118
Shnaoli Chakraborty Acharya, Assistant Professor, West Bengal State University, India
24 A University Course Aiming at Whole Community Transformation in Malaysia 121
Zainal Abidin Sanusi, Director, Sejahtera Centre for Sustainability and Humanity, International Islamic
University, Malaysia;
Dzul Razak, Rector, International Islamic University, Malaysia
Part 8: Inclusive, Responsive Educational Transformations in Service of Sustainable Futures 125
25 Botswana Teacher Educators’ and Schools’ Responses to Climate Change 126
Nthalivi Silo, Dr (Primary Education), University of Botswana, Botswana;
Kgosietsile Velempini, Dr (Languages and Social Sciences Education), University of Botswana, Botswana;
Mphemelang Joseph Ketlhoilwe, Professor (Languages and Social Sciences Education), University of Botswana, Botswana
26 Faculties of Education as Innovation Brokers 131
Ying-Syuan (Elaine) Huang, Dr., Research Associate, McGill University, Canada;
Stephanie Leite, PhD Student, McGill University, Canada;
Blane Harvey, Associate Professor, McGill University, Canada
27 Incubating TVET Policies in Uganda 135
Sidney Muhangi, PhD Scholar, Environmental Learning Research Centre, Rhodes University, South Africa;
David Monk, PhD, Lecturer, Gulu University, Uganda;
Scovia Adrupio, Ms, Researcher, Gulu University, Uganda
28 Planning for the Educational Impacts of Internal Displacement 139
Christelle Cazabat, PhD, Research Manager at the Internal Displacement Monitoring Centre, France

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Lotz-Sisitka, H. & Rosenberg, E. (eds.) (2022). Education in Times of Climate Change. NORRAG SPECIAL ISSUE 07. https://resources.norrag.org/resource/732/education-in-times-of-climate-change