Our Favourite Articles
Adams, M. (2019). Indigenizing the Anthropocene? Specifying and situating multi-species encounters. International Journal of Sociology and Social Policy, 41(3/4), 282-297.
Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619-642.
Davis, H., & Todd, Z. (2017). On the importance of a date, or, decolonizing the Anthropocene. ACME: An International Journal for Critical Geographies, 16(4), 761-780.
den Heyer, K. (2017). Doing better than just falling forward: Linking subject matter with explicit futures thinking. One World in Dialogue, 4(1), 5-10.
Lewis, S. L., & Maslin, M. A. (2015). Defining the Anthropocene. Nature, 519(7542), 171-180.
Lloro-Bidart, T. (2015). A political ecology of education in/for the Anthropocene. Environment and Society, 6(1), 128-148.
Malhi, Y. (2017). The concept of the Anthropocene. Annual Review of Environment and Resources, 42, 77-104.
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791-812.
Nxumalo, F. (2017). Geotheorizing mountain–child relations within anthropogenic inheritances. Children’s Geographies, 15(5), 558-569.
Pihkala, P. (2020b). Eco-anxiety and environmental education. Sustainability, 12(23), 10149.
Ruitenberg, C. W. (2020). The cruel optimism of transformative environmental education. Journal of Philosophy of Education, 54(4), 832-837.
Van Kessel, C. (2020). Teaching the climate crisis: Existential considerations. Journal of Curriculum Studies Research, 2(1), 129-145.
Our Favourite Books & Book Chapters
Derby, M. W. (2015). Place, being, resonance: A critical ecohermeneutic approach to education. Peter Lang.
Donald, D. (2019). Homo economicus and forgetful curriculum: Remembering other ways to be a human being. In Tomlins-Jahnke, H., et al, (Eds.), Indigenous Education: New Directions in Theory and Practice (pp. 103-125). University of Alberta Press.
Jickling, B., Blenkinsop, S., Timmerman, N., & Sitka-Sage, M. D. D. (Eds.). (2018). Wild pedagogies: Touchstones for re-negotiating education and the environment in the Anthropocene. Springer.
Kelsey, E. (2020). Hope matters: Why changing the way we think is critical to solving the environmental crisis. Greystone Books Ltd.
Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.
Kretz, L. (2020). Ethics, emotion, education and empowerment. Lexington Books.
Lear, J. (2006). Radical hope: Ethics in the face of cultural devastation. Harvard University Press.
Marker, M. (2011). Teaching history from an Indigenous perspective: Four winding paths up the mountain. In Clark, P. (Ed.), New Possibilities for the Past: Shaping History Education in Canada (pp. 97–112).UBC Press.
Ray, S. J. (2020). A field guide to climate anxiety. University of California Press.
Scranton, R. (2015). Learning to die in the Anthropocene: Reflections on the end of a civilization. City Lights Publishers.
Tsing, A. L. (2015). The mushroom at the end of the world: On the possibility of life in capitalist ruins. Princeton University Press.
Wakild, E., & Berry, M. K. (2018). A primer for teaching environmental history: Ten design principles. Duke University Press.
Wild Pedagogies aims to renegotiate what it means to be human in relationship with the world by engaging in deep and transformational change through the use of educational practices
The MECCE Project is an international research partnership working to advance global climate literacy and action through improving the quality and quantity of climate change education, training, and public awareness
The Existential Toolkit for Climate Justice Educators includes resources crowdsourced from an international community of scholars, educators, and climate justice leaders focused on addressing the emotional impact of climate disruption
The Critical Thinking Consortium aims to work in sound, sustained ways with educators and related organizations to inspire, support and advocate for the infusion of critical, creative and collaborative thinking as an educational goal and as a method of teaching and learning
Thinking Historically for Canada’s Future is a research partnership whose overall goal is to nurture a community of interdisciplinary and cross-sectoral inquiry among academic historians, researchers based in faculties of education, Indigenous scholars, graduate students, educators in museums, archives, and historic sites, and practicing teachers
NiCHE: Network in Canadian History & Environment / Nouvelle initiative canadienne en histoire de l’environnement is a Canadian-based confederation of researchers and educators who work at the intersection of nature and history