Teaching Climate Change to Children

Teaching Climate Change to Children describes the journey of two literacy researchers to learn about climate change and support relevant literacy pedagogy for young children (pre-K–6). The authors argue that climate change and social justice are inextricable from each other; that children in the younger grades are capable of learning about climate change; and that reading, writing, and language study is well-suited to this work. Three anchoring themes are offered to support literacy-based climate pedagogy—interconnectivity, relationality, and action—with rich classroom examples and different entry points to engage with these themes, either by “starting small” or “going big.” The text includes chapters on the importance of taking an emotionally affirming stance and on the potential of incorporating arts-based methods. With love for the Earth and one another at its core, this accessible book takes a broad view of what it means to cultivate sustainable futures for our planet, for teachers, and for children in today’s schools.

Book Features:

• A unique focus on teaching about climate change to young children, as opposed to adolescents.
• Insights drawn from a yearlong teacher inquiry group with classroom teachers and from literacy methods courses with preservice teachers.
• Explicit attention to the importance of humanizing and care-based practices in literacy-based climate pedagogy.
• Classroom examples collected across four urban public schools where teachers used the activities and resources discussed in the book.
• User-friendly textboxes with suggestions and questions to guide discussion, reflection, and action.

Rebecca Woodard is an associate professor of curriculum and instruction at the University of Illinois Chicago and faculty director of the Chicago Area Writing Project. Kristine M. Schutz is an associate professor in curriculum and instruction and co-coordinator of the Language, Literacies, and Learning MEd program at the University of Illinois Chicago.

“Rather than feel overwhelmed into inaction by decay and deterioration, the authors invite us to instead breathe life into the possibility of literacy as an opening for rooting new growth. . . . Readers are offered an honest, generous, exciting vision of how children and their teachers can use time in school to change the conditions of life beyond school.”
—From the Foreword by Carla Shalaby, coordinator of social justice initiatives and community internships, Marsal Family School of Education

“This engaging book provides elementary teachers with extensive, detailed classroom activities and resources for engaging their students in literacy practices and with texts and media for addressing the climate crisis in ways that lead to their taking action to save the planet.”
—Richard Beach, professor emeritus, University of Minnesota

“This book was impressively written with literary, linguistic, and ecological integrity by two scholarly stewards with clear commitments to climate justice. Their front-sight focus on interdisciplinary texts, language, and teaching provides a tactical orientation for elementary teachers to nurture the next generation of literacy and land ambassadors. The authors wrapped literacy-rich climate pedagogy in a bow of love that readers will find welcoming.”
—Alfred W. Tatum, president, Literacy Research Association, and professor, Metropolitan State University of Denver

“Finally, a climate justice education book for the elementary grades! Woodard and Schutz skillfully unlock the power of literacy and the arts to empower young learners to more deeply understand, as well as critically and compassionately respond to, our changing planet.”
—James Damico, professor of literacy, culture, and language education, Indiana University Bloomington

“Teaching Climate Change to Children is a game-changer, addressing the urgent need to nurture children's agency, knowledge, and actions to protect the earth they have inherited. Woodard and Schutz place humanity and justice at the heart of why climate change must be addressed in schools, and readers will find chapters brimming with actionable guidance and vibrant illustrations from classrooms.”
—Elizabeth Dutro, professor of literacy studies, University of Colorado Boulder, author of The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy

“Teaching Climate Change to Children is about sustaining an ecology of care—in our relationships with one another, the land, and our futures. As schools are embroiled in debates around what children should learn and how literacy should be taught, Woodard and Schutz show what is possible when elementary teachers employ the skills of literacy (reading, writing, and language) with a commitment to a just and sustainable climate landscape.”
—Haeny S. Yoon, associate professor and program director of early childhood education, Teachers College, Columbia University

Contents

Foreword  Carla Shalaby  xi

Preface  xiii
Content and Organization of the Book  xv
Jumping Into the Work  xvi

Acknowledgments   xvii

1.  Being of Use: Teaching Children About Climate Change Through Literacy  1
The Imperative to Address Climate Change as an Issue of Justice  2
Why Children and Elementary Teachers  4
Literacy-Based Climate Pedagogy With Children  5
Seeds and Roots: Our Yearlong Climate Justice Inquiry Group  7

2.  Lighting Our Way: Anchoring Themes for a Literature-Rich Climate Curriculum That Centers Diverse Books  11
Anchoring Themes for a Literature-Rich Climate Curriculum  13
Anchoring Theme 1: Interconnectivity  14
Anchoring Theme 2: Relationality  20
Children’s Literature Can Root Explorations of the Anchoring Themes  27

3.  Starting Small: Growing Literacy-Based Climate Pedagogy by Enhancing Existing Curricula  31
Making Space  32
Textual Entry Point  33
Skills, Strategies, and Practices Entry Point  37
Topical Entry Point  42
Place-Based Entry Point  44
Starting Small Plants Seeds  46

4.  Going Big: Growing Literacy-Based Climate Pedagogy Through Unit Design  49
Principles for Designing Literacy Units About Climate Change  50
Exemplar Units From Pre-K to Teacher Education  62
Tips and Tools to Support Literacy Climate Unit Design  69

5.  Embracing Feelings: The Importance of an Emotionally Affirming Stance in Literacy-Based Climate Pedagogy  73
Big Feelings to Anticipate During Climate Education  74
Lessons From Trauma-Informed and Healing-Centered Pedagogies  75
Starting With Inner Work: Educators Making Space to Feel and Engage in Meaning-Focused Coping  77
Classroom Practices to Support Emotionally Affirming Reading and Writing About Climate Change  79
Embracing Feelings Prepares Us for Sustained Action  92

6.  Nourishing Our Hearts: The Promise of the Arts in Literacy-Based Climate Pedagogy  95
Roles of the Arts in Literacy-Based Climate Pedagogy  96
Examples of Various Art Forms From Literacy-Based Climate Pedagogies Used With Elementary Teachers and Children  101
Sustainable Art-Making  109
Arts Nourish Our Hearts  110

7.  We Are Not Alone: How Elementary Teachers Can Take Action Now to Cultivate Sustainable Futures  113
Growing Meaningful Literacy Pedagogy  114
Cultivating Connections and Meaningful Professional Learning  118
Caring for Each Other, Our Profession, and Our World When Our House Is on Fire  122

References  127
Children’s and Young Adult Literature  140

Index  143

About the Authors  153