Abstract
ABSTRACTThis article argues for a more holistic approach to learning about climate change, one that will help students develop a sense of agency in relation to both mitigation and adaptation. Geography has a crucial role to play in the transition to a postcarbon society, and, in this context, hope is central to any notion of effective learning. A ‘geography of hope’ is both necessary and possible – but only if geography educators are prepared to offer themselves as a vanguard to help model post-carbon change in their schools and communities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
