Intro -- Series Editors' Foreword -- References -- Contents -- Chapter 1: The Role of Universities Building an Ecosystem of Climate Change Education -- 1.1 Introduction. The Paradox of Climate Change and Education -- 1.2 Climate Is Changing Faster Than Attitudes and Behaviors About Human-Environmental Interactions, and Knowledge Is Not Enough to Cause People to Adapt or Mitigate -- 1.3 Climate Change Education -- 1.4 The Limitations of Current Climate Change Education Efforts -- 1.5 The Need for New Strategies for Climate Change Education -- 1.6 The Need for Systemic, Multilevel and Multidimensional Perspectives In Climate Change Education -- 1.7 A Role for Universities Developing and Implementing Contextually Appropriate Strategies for Climate Change Education -- 1.8 Development of the Approaches to Climate Change Education in This Book -- References -- Chapter 2: Learn to Lead: Developing Curricula that Foster Climate Change Leaders -- 2.1 Introduction -- 2.2 Analysis of Climate Change Curricula -- 2.2.1 The Problem with Climate Change Curricula in Israel, Jordan, and Palestine -- 2.2.2 Learning from Tertiary Level Climate Change Pedagogy in the Region -- 2.2.3 Effective High School Climate Change Education Resources -- 2.2.3.1 Paleontological Research Institution: The Teacher-Friendly Guide to Climate Change -- 2.2.3.2 Climate Interactive -- 2.2.3.3 Project Look Sharp: Media Literacy -- 2.3 Climate Change Leadership Curriculum -- 2.3.1 Rationale of the Curriculum -- 2.3.1.1 Anchor Skills -- 2.3.1.2 Process-Based Skills -- 2.3.1.3 Disciplinary Tools and Concepts -- 2.3.1.4 Resources Guiding the Educator -- 2.4 Implementation and Program Theory -- 2.5 Conclusion -- Appendices -- Appendix A: Climate Change Leadership Curriculum -- Appendix B: Climate Change Leadership Project - Student Version -- References.

Chapter 3: Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education -- 3.1 Introduction -- 3.2 Impact of Climate Change on Guatemala -- 3.3 The State of Climate Change Education in Guatemala and Opportunities for Improvement -- 3.4 What Are the Major Gaps in Climate Change Education in Guatemala? -- 3.4.1 Lack of Adequate Bilingual Education -- 3.4.2 Out-of-School Youth -- 3.4.3 Lack of Coherence and Alignment Between Different Components of the School System and Climate Change Education -- 3.5 Moving Forward with a Solution -- 3.6 Preparing a Whole-School-Centered Guidebook for Schools -- 3.7 School Leadership -- 3.8 Community Partnerships -- 3.9 Curriculum -- 3.10 Teacher Professional Development -- 3.11 Conclusion -- Appendix -- References -- Chapter 4: Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming. -- 4.1 Introduction -- 4.2 Analysis of Current and Anticipated Impacts of Climate Change in Haiti -- 4.2.1 Geography -- 4.2.2 Economy -- 4.2.3 Other Socioeconomic Factors -- 4.2.4 Climate Summary - Comparative Approach -- 4.2.5 Future Impacts -- 4.2.5.1 Agriculture -- 4.2.5.2 Health -- 4.2.5.3 Education -- 4.2.5.4 Economic Factors -- 4.2.5.5 Possible Domestic Solutions -- 4.3 Connecting Climate Change to Human Behavior -- 4.4 Exploring Different Alternatives of Delivering Climate Change Education -- 4.4.1 The Use of Education in Addressing Climate Change -- 4.4.2 Current Climate Change Curricula -- Best Practices and Common Themes -- 4.4.3 Government Action -- 4.4.4 Informal Education -- 4.4.5 The Use of Radio in Sustainable &amp -- Community Development -- 4.5 Review of Current Education Policies and Programs to Address Climate Change in Haiti -- 4.6 Implications of Climate Change Education in Haiti -- 4.7 Overview of Media in Haiti.

4.7.1 Radio Use and Stats -- 4.7.2 Radio and Learning in Haiti -- 4.8 Theory of Change -- 4.8.1 Audience and Impacts of Project -- 4.8.2 Measuring Outcomes -- 4.9 Implementation Plan/Curriculum -- 4.9.1 Stakeholders -- 4.9.2 Goal of Program -- 4.9.3 Topics Covered &amp -- Objectives -- 4.9.4 Strategy -- 4.9.5 Pathway for Delivery -- 4.10 Discussion -- Appendixes -- Appendix A -- Appendix B -- References -- Chapter 5: Adaptation, Migration, Advocacy. A Climate Change Curriculum for  Out-of-School Children in Badin, Sindh -- 5.1 Introduction -- 5.2 A Shifting Attitude Towards Climate Change -- 5.3 The Risks Faced by the Population in Badin -- 5.4 Educating Out-of-School Youth -- 5.5 Conclusion -- Appendix: The Curriculum -- Phase 1: Context -- Phase 2: Adaptation -- Phase 3: Migration -- Phase 4: Advocacy -- References -- Chapter 6: Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education -- 6.1 Beyond the Bottom-Up and Top-Down Debate on Climate Change Education -- 6.2 What to Consider When Integrating Climate Change Education (CCE) Within Schools of Education -- 6.2.1 A Cultural Perspective of a Student Led Curriculum of Climate Change -- 6.2.2 A Psychological Perspective of a Student Led Curriculum of Climate Change -- 6.2.3 A Professional Perspective of a Student Led Curriculum of Climate Change -- 6.2.4 An Institutional Perspective of a Student Led Curriculum of Climate Change -- 6.2.5 A Political Perspective of a Student Led Curriculum of Climate Change -- 6.3 A Case Study: Implementations of a Student Led Curriculum at the Harvard Graduate School of Education (HGSE) -- 6.3.1 Methodology -- 6.4 Implications &amp -- Conclusion -- Appendices -- Appendix A. Syllabus -- Appendix B. Prototype Lessons of a CCE Curriculum at HGSE -- References.

Chapter 7: Learning from Teaching Graduate Students How to Design Climate Change Education Programs -- 7.1 Introduction -- 7.2 Educating to Address Climate Change Is About Active Problem Solving, Not Contemplation -- 7.3 While Learning from Doing Is Valuable, to Advance the Field of Climate Change Education, it Is Necessary to Also Conceptualize and Theorize Practice -- 7.4 What Outcomes Matter in Climate Change Education -- 7.5 The Power of Contextually Situated Learning -- 7.6 A Pedagogy to Change Climate Through Education -- 7.7 Augmenting the Capacity for Climate Change Education Among Teachers and Schools -- 7.8 Blind Spots -- 7.9 Coda: Writing About the Role of Universities in Climate Change in Education During a Pandemic -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.