The Ethics of Pedagogy During Crisis: A Teach-in Series
Part Two: Teaching Climate Emergency
Co-organized with the Carleton Climate Commons
The first event in our teach-in series on Ethics, Pedagogy and Crisis discussed the use of contemporary documentary images in our classrooms. At our teach-in we struggled with what it meant to work with uncomfortable images and topics, and shared moments of difficulty or even failure from our own experiences. Dr. Monica Patterson spoke of the importance that this kind of difficult knowledge has in the classroom, and the pressing need to engage students in issues that have no easy solutions. Our second event builds off these ideas to consider pedagogical approaches to the climate emergency.
We situate our conversation around the climate emergency that we are all living with to think critically about the knowledge, experience, and emotions that we and our students bring to the classroom. Teaching about the vast environmental degradation of our planet must also contend with the immense scale of the problem – one of the key challenges to teaching the climate emergency is remaining attentive to its interconnection with various, overlapping systems of oppression and exploitation that both create and maintain opportunities for environmental destruction. Our conversation invites collaboration across disciplines to consider the role of systemic thinking in climate pedagogy.
Dr. Danielle Dinovelli-Lang
Department of Sociology and Anthropology, Carleton University
Danielle Dinovelli-Lang studies environmental politics, broadly construed, in the US state of Alaska. She is especially interested in how changing dynamics of labor, value, Indigenous sovereignty, and the human-animal interface shape the limits and possibilities of environmental and political struggle.
Dr. Brenda Vellino
Department of English Language and Literature, Carleton University
Brenda Vellino learns from and engages with Indigenous cultural interventions in a variety of mediums from film to graphic novel to theatre to poetry in her teaching and research. She has also been learning alongside Coast Salish based poet and water justice worker, Rita Wong, for the past seven years. Currently, she is teaching a new course in Literary Ecological Fieldwork that upholds Indigenous knowledge as central to place-based experiential learning.