The Emotional Curriculum of Climate Justice Education: An Existential Toolkit

While we tend to focus on the physical impacts of climate change, our ecological crisis is also taking a significant emotional toll. This executive summary outlines ways that anxiety, fear, hopelessness and guilt impact student learning in environmental studies (ESS) programs, and immobilizes young people from getting engaged in climate solutions. We also suggest that ESS curriculum is itself partly responsible for these spiraling emotions among students. In response to the need to better understand this emotional register of teaching and learning about our climate crisis, we outline a set of college-level teaching strategies – titled “An Existential Toolkit for Climate Justice” – whose purpose is to help students and educators develop the resilience to cope with our climate emergency

Paper Technologies, Digital Technologies

In this landmark Companion, expert contributors from around the world map out the field of the critical medical humanities. This is the first volume to introduce comprehensively the ways in which interdisciplinary thinking across the humanities and social sciences might contribute to, critique and develop medical understanding of the human individually and collectively. The thirty-six newly commissioned chapters range widely within and across disciplinary fields, always alert to the intersections between medicine, as broadly defined, and critical thinking. Each chapter offers suggestions for further reading on the issues raised, and each section concludes with an Afterword, written by a leading critic, outlining future possibilities for cutting-edge work in this area. Topics covered in this volume include: the affective body, biomedicine, blindness, breath, disability, early modern medical practice, fatness, the genome, language, madness, narrative, race, systems biology, performance, the postcolonial, public health, touch, twins, voice and wonder. Together the chapters generate a body of new knowledge and make a decisive intervention into how health, medicine and clinical care might address questions of individual, subjective and embodied experience

Early Reading Interventions: What Works?

The purpose of this study was to: 1) examine differences in the programs and practices employed in area schools to teach successful and unsuccessful at-risk students, 2) determine relationships among identified problems, reading interventions, and outcomes, and 3) present implications of the study for schools