Date and time

Wednesday 24 July 2024, 4.00 pm to 5.30 pm

Delivery mode

Online – a Zoom link will be provided 24 hours prior to the event

Audience

Teacher, School Leader

Description

Looking to register more than one person? Contact us at isLearn to arrange a group discount for your school.

Our students are informed, politically activated, and facing significant challenges in anuncertain future. As teachers responding to our young people’s needs we feel pressured to teach about climate change, but there is little curricula support despite the many resources. Choosing the right resources and projects can be tricky. 

What is the right pitch for your young people and the community and what might they be interested in learning and doing? How might your school lead the community in developing hopeful practices that combat the climate anxiety that many of us are feeling?

This after-the-bell taster session (1.5 hours) will explore the research about what education is needed as well as strategies to develop teaching and learning that support us all to contend with misinformation and enable us to be/teach informed citizens.

‘Education plays a pivotal role in raising awareness and sensitivity about the environment. It must provide the foundational knowledge and skills to identify and resolve environmental challenges, and shape attitudes and behaviours that lead to both individual and collective action.’ OECD

Key takeaways

• reasons why effective climate change education is an imperative in schools
• strategies to select the right resources and projects
• understanding of how we can help students navigate the information and misinformation and have a positive and productive pathway to act

Presenter information

Peta J. White

Peta J. White is an Associate Professor in Science and Environmental Education at Deakin University and the Editor-In-Chief of the Australian Journal of Environmental Education. Peta Co-directs the Centre for Regenerating Futures - a Faculty Centre that explores Anthropocene challenges and decolonising practices while building researcher capacity. She educated in classrooms, coordinated programs, supported curriculum reform, and prepared teachers in several jurisdictions across Canada and Australia. Her PhD explored learning to live sustainably as a platform to educate future teachers. Peta continues her commitment to initial teacher education leading courses, units, and programs and in-service teacher education through research-informed professional learning programs. Peta’s current research follows three narratives: science and biology education; sustainability, environmental, and climate change education; and collaborative/activist methodology and research.