Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy

Educational Philosophy and Theory 55 (10):1096–1108 (2023)
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Abstract

Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis that is climate change, potentially dangerous. Instead, we propose integrating three well-established educational practices, Philosophy for Children, place-responsive pedagogies, and Critical Indigenous Pedagogy, to help teachers and students critically examine climate change controversy while still meeting the key goals of climate change education.

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Author Profiles

Simone Thornton
The University of Wollongong
Gilbert Burgh
University of Queensland
Jennifer Bleazby
Monash University

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References found in this work

The Fixation of Belief.C. S. Peirce - 1877 - Popular Science Monthly 12 (1):1-15.
Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.
Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.
Indoctrination and education.Ivan Snook - 1972 - Boston,: Routledge and Kegan Paul.

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