Teaching Climate Change to Children describes the journey of two literacy researchers to learn about climate change and support relevant literacy pedagogy for young children (pre-K-6). The authors argue that climate change and social justice are inextricable from each other; that children in the younger grades are capable of learning about climate change; and that reading, writing, and language study is well-suited to this work. Three anchoring themes are offered to support literacy-based climate pedagogy-interconnectivity, relationality, and action-with rich classroom examples and different entry points to engage with these themes, either by "starting small" or "going big." The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. With love for the Earth and one another at its core, this accessible book takes a broad view of what it means to cultivate sustainable futures for our planet, for teachers, and for children in today's schools. Book Features: A unique focus on teaching about climate change to young children, as opposed to adolescents. Insights drawn from a yearlong teacher inquiry group with classroom teachers and from literacy methods courses with preservice teachers. Explicit attention to the importance of humanizing and care-based practices in literacy-based climate pedagogy. Classroom examples collected across four urban public schools where teachers used the activities and resources discussed in the book. User-friendly textboxes with suggestions and questions to guide discussion, reflection, and action.
Rebecca Woodard is an associate professor of curriculum and instruction at the University of Illinois Chicago and faculty director of the Chicago Area Writing Project. Kristine M. Schutz is an associate professor in curriculum and instruction and co-coordinator of the Language, Literacies, and Learning MEd program at the University of Illinois Chicago.
Contents Foreword ?Carla Shalaby ?xi Preface ?xiii Content and Organization of the Book ?xv Jumping Into the Work ?xvi Acknowledgments ? xvii 1. ?Being of Use: Teaching Children About Climate Change Through Literacy ?1 The Imperative to Address Climate Change as an Issue of Justice ?2 Why Children and Elementary Teachers ?4 Literacy-Based Climate Pedagogy With Children ?5 Seeds and Roots: Our Yearlong Climate Justice Inquiry Group ?7 2. ?Lighting Our Way: Anchoring Themes for a Literature-Rich Climate Curriculum That Centers Diverse Books ?11 Anchoring Themes for a Literature-Rich Climate Curriculum ?13 Anchoring Theme 1: Interconnectivity ?14 Anchoring Theme 2: Relationality ?20 Children's Literature Can Root Explorations of the Anchoring Themes ?27 3. ?Starting Small: Growing Literacy-Based Climate Pedagogy by Enhancing Existing Curricula ?31 Making Space ?32 Textual Entry Point ?33 Skills, Strategies, and Practices Entry Point ?37 Topical Entry Point ?42 Place-Based Entry Point ?44 Starting Small Plants Seeds ?46 4. ?Going Big: Growing Literacy-Based Climate Pedagogy Through Unit Design ?49 Principles for Designing Literacy Units About Climate Change ?50 Exemplar Units From Pre-K to Teacher Education ?62 Tips and Tools to Support Literacy Climate Unit Design ?69 5. ?Embracing Feelings: The Importance of an Emotionally Affirming Stance in Literacy-Based Climate Pedagogy ?73 Big Feelings to Anticipate During Climate Education ?74 Lessons From Trauma-Informed and Healing-Centered Pedagogies ?75 Starting With Inner Work: Educators Making Space to Feel and Engage in Meaning-Focused Coping ?77 Classroom Practices to Support Emotionally Affirming Reading and Writing About Climate Change ?79 Embracing Feelings Prepares Us for Sustained Action ?92 6. ?Nourishing Our Hearts: The Promise of the Arts in Literacy-Based Climate Pedagogy ?95 Roles of the Arts in Literacy-Based Climate Pedagogy ?96 Examples of Various Art Forms From Literacy-Based Climate Pedagogies Used With Elementary Teachers and Children ?101 Sustainable Art-Making ?109 Arts Nourish Our Hearts ?110 7. ?We Are Not Alone: How Elementary Teachers Can Take Action Now to Cultivate Sustainable Futures ?113 Growing Meaningful Literacy Pedagogy ?114 Cultivating Connections and Meaningful Professional Learning ?118 Caring for Each Other, Our Profession, and Our World When Our House Is on Fire ?122 References ?127 Children's and Young Adult Literature ?140 Index ?143 About the Authors ?153
