History and the Climate Crisis

Abstract

The series promotes research, theorising and critical discussion about what we teach in schools and in teacher education. It explores the nature of knowledge in contemporary societies, academic disciplines, school subjects and other fields of knowledge production, to foster inquiry into the relationships that can and should obtain between knowledgedisciplines in schools and elsewhere.Knowledge and the Curriculum aims to become a central hub for investigation into how disciplinarity, transdisciplinarity and interdisciplinarity can enable schools, teacher trainers and learners to address the challenges of the twenty-first century in knowledgeable and critically informed ways. The series explores questions about the powers of knowledge, relationships between the distribution of knowledge and knowledge resources in society, and matters of equity in access to justice and democratisation. It is committed to the proposition that the answers to questions about knowledge require new thinking and innovation, that they are open questions with answers that are not already known and