Section outline

  • Description
    In this module, participants will explore the concept of climate change, how it relates to climate equity, and associated terms such as intersectionality as crucial to teaching climate justice. 

    Objectives

    After completing this module participants will be able to:

    • Self reflect on their own comfort with teaching climate change.
    • Explain how equity and inequity and climate change are related.
    • Explore intersectionality and the climate movement
    • Identify intersectional climate leaders and organizations in their community or state to connect with.

    Estimated Time for Completion:
    2 hours

    Benchmark Assessment:

    Module 1 Tasks:



    • Climate Change Overview

      Before discussing climate justice, it’s important to understand climate change because the two are interrelated. Furthermore, this intersection is critical to communicating to students when teaching climate justice. Thus, our first module assesses your understanding and comfort with teaching climate change in your classroom. The question is: Where do you stand when you think about teaching about climate change?  

      FIRST: Access the Course Journal. You will need to either Make a Copy of this file and edit it as your own Google Doc or download it as a Microsoft Word document. Click File, Make a Copy or Download. You will record responses to prompts and complete tasks in your own version of the Course Journal throughout this course. At the end of each module, you will submit your Course Journal with the relevant sections completed. 

      SECTION 1, ASSIGNMENT A: Read the statements on each slide and create a text box in the slide with your name and the number that corresponds to your viewpoint, as well as a brief explanation for why you chose the number you chose on the number line located here. Please feel free to note other thoughts in your COURSE JOURNAL.


    • SECTION 1, ASSIGNMENT B: How do you compare with educators nationwide? Revisit your responses to the previous assignment and look at the following “State of Climate Education Report.” Where did you find agreement with the sentiments you expressed?  What does this data, especially compared to your responses, leave you wondering?  What are some of the trends? If you could, would you change any of your responses to the statements in assignment 1 based on what you read?  Provide a reflection (>100 words) on your responses to these questions in your COURSE JOURNAL.


    • Climate Change and Equity 

      As many of you highlighted in SECTION 1, ASSIGNMENT A, not everyone feels the climate crisis and its consequences equally. In fact, those who bear the greatest consequences (e.g., young people, communities in the Global South, Indigenous communities, etc.) have historically contributed the least to causing this issue. As such, the climate crisis is often regarded as an “equity” issue. 


      “Equity” is a term that is central to this course as it is inextricably linked to climate justice. Equity refers to “meeting communities where they are and allocating resources and opportunities as needed to create equal outcomes for all community members.” (United Way of National Capital Area) Based on this definition, equity differs from equality because equity does not strive for resources communities the same, but resourcing based on what communities need. 


      The question for this section is as follows: What is the intersection of climate change and equity?


      TASK: Watch- approximately 15 minutes 



    • SECTION 2, ASSIGNMENT: In your COURSE JOURNAL, develop a reflection on the following from the video you just watched:  What surprised you?  How did hearing this information make you feel? How do you think such information would make your students feel? How might education relate to the social restructuring that Kevin Anderson illustrates? How might this information impact your teaching about climate change? Please note that these topics are weighty and are likely to be for students as well. We will explore best practices for teaching climate justice topics in MODULE 3.

    • Intersectionality

      As explored in the previous sections, climate change highlights deep societal inequities. One reason for this phenomenon is that climate change is an intersectional issue. In other words, and as illustrated in the following graphic and video, climate intersects with other systems of inequity to exacerbate these issues. 


      TASK: Read the article entitled Yale Experts Explain Intersectionality and Climate Change. 


      TASK: Take a look at the following graphic illustrating the intersectional nature of multiple systems of oppression. 


      (Graphic Reference: Climate Justice Crash Course pg 10 https://www.maineclimateaction.org/climatejusticecrashcourse)

      Now, let's highlight a few examples that apply intersectionality as a concept to the climate crisis to understand how climate injustice operates in practice. 

      • Indigenous Sovereignty + Climate Justice: Indigenous communities in what is now the U.S. and well beyond continue to fight for their rights. In the U.S., we have 574 federally recognized tribes that are sovereign nations. Of these, 40% are in what is now Alaska. As the Arctic warms twice as fast as the rest of the world, Native Alaskan communities face threats to their historical, and cultural practices, livelihoods, and even languages (read more here)

      • Economic Justice + Climate Justice: 83% of those living in poverty (less than $2.15/day) live in South Asia and sub-Saharan Africa. As it has it, these places are amongst the most climate-harmed. In 2022 alone, severe flooding displaced eight million people in Pakistan, and droughts in the Horn of Africa impacted 36 million people. These communities have less financial resources to adapt to the climate impacts they continue to grapple with. 


    • SECTION 3, ASSIGNMENT: Based on the examples above, choose one of the systems of inequity and illustrate a before and after of how climate change might deepen these inequities. Please give an example that directly relates to your community. Please upload your illustration to your COURSE JOURNAL (as a note, you will not be graded on artistic ability; we simply want to see how you conceptualize these ideas). 


    • Diving Deeper Into Intersectionality

      Now that you have been introduced to the concept of intersectionality and how the impacts of climate are amplified when people also are experiencing other oppressions, like ageism, sexism, racism, poverty, and ableism. Let's explore intersectionality further. 


      TASK: Briefly take a look at the following resources discussing climate change and intersectionality.



      Explore the Intersectional Environmentalist Website and resources

    • SECTION 4, ASSIGNMENT: Using the IE searchable database or by searching on Google find an organization in your state or city that is focused on intersectionality and climate change.  If one comes up, you are encouraged to connect with them to learn more.  These organizations might be interested in sharing more about their work with your students.  

      Do you have any intersectional climate justice leaders in your state that could inspire your students?  Consider inviting them in to speak, or having your students research folks in your state leading your climate justice movement.  In your COURSE JOURNAL, record your local research.


    • Submit Module 1 Course Journal Assignment
      Opened: Friday, 4 October 2024, 11:00 AM

      Submit Modul 1 Course Journal:

      • Upload your COURSE JOURNAL with MODULE 1 Assignments completed. You may either upload it as a Word document or share a link to your Course Journal Google Document (Be sure that you set the Sharing Setting to “Anyone with the link” and the role of “Commenter”).