Preeti Nayak – författare

Disrupting education-as-usual in the face of climate crisis, this edited collection brings together pedagogical, curricular and conceptual approaches that respond to ecological precarity, centring Indigenous knowledge systems and Black ecologies alongside interdisciplinary methods grounded in storytelling.The collection addresses the urgent need to shift educational practices to respond to the disproportionate impacts of climate change on marginalised communities. Through a combination of conceptual chapters, empirical research and interviews with Black, Indigenous and Black-Indigenous scholars, this book illustrates how educators can engage with the practical and ethical implications of teaching and learning within ecologically damaged worlds. Contributors explore innovative approaches including school abolition frameworks, Indigenous climate fiction, place-based pedagogies, feminist composting methodologies and climate justice curricula. These diverse perspectives provide educators with concrete strategies for transforming their practice whilst honouring the wisdom and practices of communities most affected by environmental degradation.This book will be of interest to researchers, educators and postgraduate students in education, environmental studies, Indigenous studies, Black studies and curriculum theory. It is particularly relevant for those teaching courses on climate change education, social justice pedagogy, decolonising education and environmental humanities. The essays in this volume were previously published as a special issue in Curriculum Inquiry.

Disrupting education-as-usual in the face of climate crisis, this edited collection brings together pedagogical, curricular and conceptual approaches that respond to ecological precarity, centring Indigenous knowledge systems and Black ecologies alongside interdisciplinary methods grounded in storytelling.The collection addresses the urgent need to shift educational practices to respond to the disproportionate impacts of climate change on marginalised communities. Through a combination of conceptual chapters, empirical research and interviews with Black, Indigenous and Black-Indigenous scholars, this book illustrates how educators can engage with the practical and ethical implications of teaching and learning within ecologically damaged worlds. Contributors explore innovative approaches including school abolition frameworks, Indigenous climate fiction, place-based pedagogies, feminist composting methodologies and climate justice curricula. These diverse perspectives provide educators with concrete strategies for transforming their practice whilst honouring the wisdom and practices of communities most affected by environmental degradation.This book will be of interest to researchers, educators and postgraduate students in education, environmental studies, Indigenous studies, Black studies and curriculum theory. It is particularly relevant for those teaching courses on climate change education, social justice pedagogy, decolonising education and environmental humanities. The essays in this volume were previously published as a special issue in Curriculum Inquiry.