On Snakes and Ladders

Abstract

The climate emergency mandates a refocusing of society and education on the relationship between humans and the more-than-human world. Emerging from decades of social constructionism that openly promoted climate science denial, social and educational theorising now engages with new materialist philosophies and the agency of matter. Physicist Karen Barad’s book Meeting the Universe Halfway, cited over 13,000 times, offers an ontological foundation for new materialism based on her idiosyncratic application of quantum physics. While critically reviewing Barad, I found myself unexpectedly “sliding back down” into the terrain of my physicist pastime, rereading quantum mechanics in depth. I reflect here on how this “ontological detour” empowered me to “climb up a ladder” towards the theoretical foundation for my PhD project in climate change education. I argue that ontological grounding and cross-disciplinary engagement are vital for advancing research and gaining perspectives through lateral connections.

Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

“…One critical step is developing an integrated curriculum incorporating climate change into various subjects so that students can see the relationship between climate change and the topics they study daily (Lock, 2019;Markowitz et al, 2018). Well-trained teachers can provide a deeper understanding to their students, inspiring them to take sustainable action (Andrea & Petkou, 2022;Everth, 2022). Increasing access to relevant and easily accessible learning resources also supports student learning, which helps students explore climate change issues in exciting and meaningful ways, including the use of technology (Lee et al, 2013;Pfirman et al, 2021;Smith et al, 2019).…”