Roman Bartosch – författare

This book introduces the notion of "educational ecology" as a necessary and promising pedagogic principle for the teaching of Anglophone literatures and cultures in a time of climate change. Drawing on scholarship in the environmental humanities and practice-oriented research in education and literature pedagogy, chapters address the challenges of climate change and the demand for sustainability and environmental pedagogy from the specific perspective of literary and cultural studies and education, arguing that these perspectives constitute a crucial element of the transdisciplinary effort of "cultivating sustainability."The notion of an "educational ecology" takes full advantage of the necessarily dialogic and co-constitutive nature of sustainability-related pedagogical philosophy and practice while it retains the subject-specific focus of research and education in the humanities, centring on and excelling in critical thinking, perspective diversity, language and discourse awareness, and the literary and cultural constructions of meaning.This book will be of great interest to academics, researchers and post-graduate students in the fields of language, literature and culture pedagogy, as well as transdisciplinary researchers in the environmental humanities.

This book introduces the notion of "educational ecology" as a necessary and promising pedagogic principle for the teaching of Anglophone literatures and cultures in a time of climate change. Drawing on scholarship in the environmental humanities and practice-oriented research in education and literature pedagogy, chapters address the challenges of climate change and the demand for sustainability and environmental pedagogy from the specific perspective of literary and cultural studies and education, arguing that these perspectives constitute a crucial element of the transdisciplinary effort of "cultivating sustainability."The notion of an "educational ecology" takes full advantage of the necessarily dialogic and co-constitutive nature of sustainability-related pedagogical philosophy and practice while it retains the subject-specific focus of research and education in the humanities, centring on and excelling in critical thinking, perspective diversity, language and discourse awareness, and the literary and cultural constructions of meaning.This book will be of great interest to academics, researchers and post-graduate students in the fields of language, literature and culture pedagogy, as well as transdisciplinary researchers in the environmental humanities.

This Element presents a necessary intervention within the rapidly expanding field of research in the environmental humanities on climate change and environmental literacy. In contrast to the dominant, science-centred literacy debates, which largely ignore the unique resources of the humanities, it asks: How does literary reading contribute to climate change communication? How does this contribution relate to recent demands for environmental and related literacies? Rather than reducing the function of literature to a more pleasurable form of information transfer or its affective dimension of evoking sympathy, climate change literacy thoroughly reassesses the cognitive, affective, and pedagogic potentials of literary writing. It does so by analysing a selection of popular climate novels and by demonstrating the role of fiction in fostering a more adequate understanding of, and response to, climate change. This title is also available as Open Access on Cambridge Core.

This volume explores the potential of the concept of the creaturely for thinking and writing beyond the idea of a clear-cut human-animal divide, presenting innovative perspectives and narratives for an age which increasingly confronts us with the profound ecological, ethical and political challenges of a multispecies world.

Featuring contributions from key names in the field alongside some of the most exciting new voices, this collection presents cutting-edge work on species extinction from a wide variety of perspectives across the environmental humanities.Biodiversity loss threatens to transform the ecological foundations of all biological life on the planet, yet solutions to this crisis are fiercely contested. This book addresses extinction – along with climate change, the most urgent environmental crisis of the twenty-first century - by exploring species decline and conservation with a particular emphasis on divergent cultural framings, temporal scales, and media.Contributors explore what ethical guidelines underlie acceptable and unacceptable ways of interacting with plants and animals, what social, aesthetic, and affective perceptions and meanings are attributed to particular species, how human-nonhuman relations are construed as part of a particular social order and which species are considered worth conserving, and at what cost.Drawing on the disciplines of anthropology, cultural geography, environmental history, philosophy, literary studies, media studies, and studies of religion, this book explores how the engagement with biodiversity loss challenges basic assumptions in these disciplines and opens up new avenues of thought and activism for shaping the multispecies communities of the future.

Featuring contributions from key names in the field alongside some of the most exciting new voices, this collection presents cutting-edge work on species extinction from a wide variety of perspectives across the environmental humanities.Biodiversity loss threatens to transform the ecological foundations of all biological life on the planet, yet solutions to this crisis are fiercely contested. This book addresses extinction – along with climate change, the most urgent environmental crisis of the twenty-first century - by exploring species decline and conservation with a particular emphasis on divergent cultural framings, temporal scales, and media.Contributors explore what ethical guidelines underlie acceptable and unacceptable ways of interacting with plants and animals, what social, aesthetic, and affective perceptions and meanings are attributed to particular species, how human-nonhuman relations are construed as part of a particular social order and which species are considered worth conserving, and at what cost.Drawing on the disciplines of anthropology, cultural geography, environmental history, philosophy, literary studies, media studies, and studies of religion, this book explores how the engagement with biodiversity loss challenges basic assumptions in these disciplines and opens up new avenues of thought and activism for shaping the multispecies communities of the future.

Literature, Pedagogy, and Climate Change: Text Models for a Transcultural Ecology asks two questions: How do we read (in) the Anthropocene?

Literature, Pedagogy, and Climate Change: Text Models for a Transcultural Ecology asks two questions: How do we read (in) the Anthropocene?

The essays in this collection seek to bring together current developments in ecocriticism and the pedagogical practice of teaching English at all levels, from primary schools to Higher Education. They cover theoretical and practical discussions of the nexus between the sciences and the humanities and maintain that the notion of the two cultures be refused for good, they argue for the inclusion of particular texts or theoretical perspectives, and they suggest ways to teaching environments on different levels of language competence and in the context of historical and transdisciplinary encounters with ecology, nature, and animals. Despite this variety, they share some common threads and engage with questions that are highly relevant for teaching in general and have acquired even more relevance in our rapidly changing and posthumanist teaching environments: How do we raise consciousness without preaching? What kind of critical attitude is required for the empowerment of our pupils and students? How do we actually imagine encounters between the sciences and the (post)humanities, and which texts, what kind of texts, and which approaches will prove most fruitful?