Abstract
This chapter responds to a call for curricular educational reform that is necessary in order to help learners explore climate change from a positive and creative perspective. We outline how poetic inquiry can serve to help learners develop a closer relationship with the places that they live. With a focus on climate change, poetic inquiry deeply engages students because it is a topic that asks them to reflect on why learning about the Earth is truly important. Drawing upon an eco-justice pedagogical practice, we outline an eco-hermeneutic approach to poetic inquiry that involves storytelling, the imagination, and walking the land.
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