Open AccessClimate Change Education through Narrative Inquiry
Author(s) -
Pasang Dolma Sherpa
Publication year - 2021
Publication title -
journal of transformative praxis
Language(s) - English
Resource type - Journals
eISSN - 2738-9529
pISSN - 2717-5081
DOI - 10.51474/jrtp.v2i1.523
Subject(s) - climate change , traditional knowledge , indigenous , psychological resilience , narrative , interfacing , sociology , political science , environmental ethics , engineering ethics , pedagogy , environmental resource management , psychology , environmental science , engineering , ecology , social psychology , linguistics , philosophy , biology , law
This article addresses Climate Change Education (CCE) and its interface with Indigenous knowledge. Specifically, I explore the potential for transformation towards more holistic climate change education that balances science and Indigenous knowledge. However, the study details the persistent focus of contemporary education on climate science without interfacing with Indigenous knowledge, cultural values, and associated practices that contribute to climate change resilience. This article tackles this gap and the requisite transformation in climate change education through narrative inquiry.