Vandana Singh is a professor of Physics and Environment in the Department of Environment, Society and Sustainability at Framingham State University in Massachusetts, USA. She has been working for over a decade on a transdisciplinary, justice-centered pedagogy of climate change at the intersection of science, society and justice, with particular attention to marginalized communities in India and the United States. She was a 2021 Climate Imagination Fellow at the Center for Science and the Imagination at Arizona State University. She facilitates the Education working group for My Climate Risk, a Lighthouse Activity of the World Climate Research Programme focusing on climate science and communities.

“This highly original and radical book addresses the rapidly growing need for an accessible climate pedagogy which represents the different dimensions of the climate-change challenge and can be adapted to a variety of contexts.” Ted Shepherd, PhD, Grantham Professor of Climate Science, University of Reading, UK“This book elegantly builds on the pedagogic merit of acknowledging the climate system as a teacher. Weaving together stories of different ways of knowing and being, and of the sciences that speak from within disciplinary and inter-disciplinary boundaries, it gives teachers a conceptual tool kit that helps students see beyond facts and make sense of given structures and networks of interactions and relations. The richest harvest is that teachers can use this book to open young minds to pluralism, values and justice, instill competencies to question given disciplinary knowledge, and make informed choices today, when climate change challenges all our current frameworks for making sense of the world.”Rajeswari S. Raina, PhD, Professor, School of Humanities and Social Sciences, Shiv Nadar University, India“Written from the perspective of a teacher-scholar, this book demonstrates how it is possible--and why it is imperative--for educators from even the most specialized of scientific disciplines to engage in the transformation of education in an era of climate change. Vandana's message is crystal clear: that teaching climate change must transcend disciplines, disrupt power hierarchies, embrace the complexities of Earth systems and social systems, be radically rooted in climate justice, and be delivered through stories that do not shy away from climate emotion. This book is essential reading for any educator seeking radically new pedagogies that nourish the seeds of transformative climate action.”Christina Kwauk, PhD, Social Scientist and Policy Analyst, Founder/Director, Kwauk & Associates; Research Director, Unbounded Associates“Educators around the world are beginning to address the climate emergency, and the best examples of climate education interrogate how social inequalities shape the contours of this global problem. This book is a valuable contribution to this growing literature, for Vandana Singh develops a model of justice-based climate education that transcends space, time, and the scholarly disciplines while also taking seriously issues of power and injustice. Educators at all levels will encounter valuable ideas to inform their practice while also learning about how to transform broader educational structures toward a more just and humane future.” Joseph A. Henderson, PhD, Associate Professor of Social Sciences, Paul Smith’s College, Co-editor of Teaching Climate Change in the United States“Singh has accomplished something significant here. Recognizing how climate change is defining the lives of students, she has created a scholarly work that maintains academic integrity while offering educators an insightful framework for teaching. Teaching Climate Change is not just a book, but a bridge between practice and theory.”Shari MacKenzie, PhD student with the Faculty of Education at the University of Prince Edward Island, Canada in The Canadian Journal of Action Research, Volume 25, Issue 2 (2025), 189-192

• Table of Contents1. Ch 1 Introduction: The Climate as Teacher2. Ch 2 What is an Effective Pedagogy of Climate Change?3. Ch 3 Science, but Not Just Science: Whys and Wherefores of a Transdisciplinary Approach4. Ch 4 Science and More than Science: Three Transdisciplinary Meta-Concepts5. Ch 5 The Power of Stories: Foregrounding Justice in the (Science) Classroom6. Ch 6 On Thin Ice: Applying the Framework to the Cryosphere7. Ch 7 Critical and Ethical Thinking About Climate Solutions8. Ch 8 Insights from Other Educators: Reimagining Formal Spaces9. Ch 9 Insights from Other Educators: Climate Education Outside the Walls10. Ch 10 Reflection-Diffraction: Endings and BeginningsIndex

Vandana Singh is a professor of Physics and Environment in the Department of Environment, Society and Sustainability at Framingham State University in Massachusetts, USA. She has been working for over a decade on a transdisciplinary, justice-centered pedagogy of climate change at the intersection of science, society and justice, with particular attention to marginalized communities in India and the United States. She was a 2021 Climate Imagination Fellow at the Center for Science and the Imagination at Arizona State University. She facilitates the Education working group for My Climate Risk, a Lighthouse Activity of the World Climate Research Programme focusing on climate science and communities.

“This highly original and radical book addresses the rapidly growing need for an accessible climate pedagogy which represents the different dimensions of the climate-change challenge and can be adapted to a variety of contexts.” Ted Shepherd, PhD, Grantham Professor of Climate Science, University of Reading, UK“This book elegantly builds on the pedagogic merit of acknowledging the climate system as a teacher. Weaving together stories of different ways of knowing and being, and of the sciences that speak from within disciplinary and inter-disciplinary boundaries, it gives teachers a conceptual tool kit that helps students see beyond facts and make sense of given structures and networks of interactions and relations. The richest harvest is that teachers can use this book to open young minds to pluralism, values and justice, instill competencies to question given disciplinary knowledge, and make informed choices today, when climate change challenges all our current frameworks for making sense of the world.”Rajeswari S. Raina, PhD, Professor, School of Humanities and Social Sciences, Shiv Nadar University, India“Written from the perspective of a teacher-scholar, this book demonstrates how it is possible--and why it is imperative--for educators from even the most specialized of scientific disciplines to engage in the transformation of education in an era of climate change. Vandana's message is crystal clear: that teaching climate change must transcend disciplines, disrupt power hierarchies, embrace the complexities of Earth systems and social systems, be radically rooted in climate justice, and be delivered through stories that do not shy away from climate emotion. This book is essential reading for any educator seeking radically new pedagogies that nourish the seeds of transformative climate action.”Christina Kwauk, PhD, Social Scientist and Policy Analyst, Founder/Director, Kwauk & Associates; Research Director, Unbounded Associates“Educators around the world are beginning to address the climate emergency, and the best examples of climate education interrogate how social inequalities shape the contours of this global problem. This book is a valuable contribution to this growing literature, for Vandana Singh develops a model of justice-based climate education that transcends space, time, and the scholarly disciplines while also taking seriously issues of power and injustice. Educators at all levels will encounter valuable ideas to inform their practice while also learning about how to transform broader educational structures toward a more just and humane future.” Joseph A. Henderson, PhD, Associate Professor of Social Sciences, Paul Smith’s College, Co-editor of Teaching Climate Change in the United States“Singh has accomplished something significant here. Recognizing how climate change is defining the lives of students, she has created a scholarly work that maintains academic integrity while offering educators an insightful framework for teaching. Teaching Climate Change is not just a book, but a bridge between practice and theory.”Shari MacKenzie, PhD student with the Faculty of Education at the University of Prince Edward Island, Canada in The Canadian Journal of Action Research, Volume 25, Issue 2 (2025), 189-192

• Table of Contents1. Ch 1 Introduction: The Climate as Teacher2. Ch 2 What is an Effective Pedagogy of Climate Change?3. Ch 3 Science, but Not Just Science: Whys and Wherefores of a Transdisciplinary Approach4. Ch 4 Science and More than Science: Three Transdisciplinary Meta-Concepts5. Ch 5 The Power of Stories: Foregrounding Justice in the (Science) Classroom6. Ch 6 On Thin Ice: Applying the Framework to the Cryosphere7. Ch 7 Critical and Ethical Thinking About Climate Solutions8. Ch 8 Insights from Other Educators: Reimagining Formal Spaces9. Ch 9 Insights from Other Educators: Climate Education Outside the Walls10. Ch 10 Reflection-Diffraction: Endings and BeginningsIndex

Vandana Singh is a professor of Physics and Environment in the Department of Environment, Society and Sustainability at Framingham State University in Massachusetts, USA. She has been working for over a decade on a transdisciplinary, justice-centered pedagogy of climate change at the intersection of science, society and justice, with particular attention to marginalized communities in India and the United States. She was a 2021 Climate Imagination Fellow at the Center for Science and the Imagination at Arizona State University. She facilitates the Education working group for My Climate Risk, a Lighthouse Activity of the World Climate Research Programme focusing on climate science and communities.

“This highly original and radical book addresses the rapidly growing need for an accessible climate pedagogy which represents the different dimensions of the climate-change challenge and can be adapted to a variety of contexts.” Ted Shepherd, PhD, Grantham Professor of Climate Science, University of Reading, UK“This book elegantly builds on the pedagogic merit of acknowledging the climate system as a teacher. Weaving together stories of different ways of knowing and being, and of the sciences that speak from within disciplinary and inter-disciplinary boundaries, it gives teachers a conceptual tool kit that helps students see beyond facts and make sense of given structures and networks of interactions and relations. The richest harvest is that teachers can use this book to open young minds to pluralism, values and justice, instill competencies to question given disciplinary knowledge, and make informed choices today, when climate change challenges all our current frameworks for making sense of the world.”Rajeswari S. Raina, PhD, Professor, School of Humanities and Social Sciences, Shiv Nadar University, India“Written from the perspective of a teacher-scholar, this book demonstrates how it is possible--and why it is imperative--for educators from even the most specialized of scientific disciplines to engage in the transformation of education in an era of climate change. Vandana's message is crystal clear: that teaching climate change must transcend disciplines, disrupt power hierarchies, embrace the complexities of Earth systems and social systems, be radically rooted in climate justice, and be delivered through stories that do not shy away from climate emotion. This book is essential reading for any educator seeking radically new pedagogies that nourish the seeds of transformative climate action.”Christina Kwauk, PhD, Social Scientist and Policy Analyst, Founder/Director, Kwauk & Associates; Research Director, Unbounded Associates“Educators around the world are beginning to address the climate emergency, and the best examples of climate education interrogate how social inequalities shape the contours of this global problem. This book is a valuable contribution to this growing literature, for Vandana Singh develops a model of justice-based climate education that transcends space, time, and the scholarly disciplines while also taking seriously issues of power and injustice. Educators at all levels will encounter valuable ideas to inform their practice while also learning about how to transform broader educational structures toward a more just and humane future.” Joseph A. Henderson, PhD, Associate Professor of Social Sciences, Paul Smith’s College, Co-editor of Teaching Climate Change in the United States“Singh has accomplished something significant here. Recognizing how climate change is defining the lives of students, she has created a scholarly work that maintains academic integrity while offering educators an insightful framework for teaching. Teaching Climate Change is not just a book, but a bridge between practice and theory.”Shari MacKenzie, PhD student with the Faculty of Education at the University of Prince Edward Island, Canada in The Canadian Journal of Action Research, Volume 25, Issue 2 (2025), 189-192

• Table of Contents1. Ch 1 Introduction: The Climate as Teacher2. Ch 2 What is an Effective Pedagogy of Climate Change?3. Ch 3 Science, but Not Just Science: Whys and Wherefores of a Transdisciplinary Approach4. Ch 4 Science and More than Science: Three Transdisciplinary Meta-Concepts5. Ch 5 The Power of Stories: Foregrounding Justice in the (Science) Classroom6. Ch 6 On Thin Ice: Applying the Framework to the Cryosphere7. Ch 7 Critical and Ethical Thinking About Climate Solutions8. Ch 8 Insights from Other Educators: Reimagining Formal Spaces9. Ch 9 Insights from Other Educators: Climate Education Outside the Walls10. Ch 10 Reflection-Diffraction: Endings and BeginningsIndex