Pedagogy Oct 2019

Teaching in Stormy Weather

Shawna Ross

Abstract

This article considers the pedagogical implications of climate change and other environmental catastrophes of the Anthropocene, the new geological epoch identified by climate scientists. In the Anthropocene, the human species has become the most significant force shaping Earth’s geosphere and is responsible for a number of anxiety-producing effects beyond the rise of global temperatures. As erratic weather patterns and extreme weather events have increased, climatologists have been perfecting new methods of single-event attribution capable of linking particular adverse weather events (including droughts, heat waves, flooding tornadoes, and hurricanes) directly to climate change. To provide a concrete example of those universal trends, the author applies her experiences in teaching in Texas, which is strongly marked by long-term forces of anthropogenic environmental devastation (such as the northward migration of the oak trees and alterations in the lithosphere caused by oil extraction). It has also been impacted by hurricanes, floods, and freezes that delayed the onset of the Fall 2017 and Spring 2018 semesters and, in many cases, damaged or destroyed her students’ homes at Texas A&M. The article recounts the strategies that her learning community used to adjust to these exigencies and then offers suggestions for adapting these strategies to other locales.

Journal
Pedagogy
Published
2019-10-01
DOI
10.1215/15314200-7615468
CompPile
Open Access
Closed
Topics
writing pedagogy teacher development
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References (12)

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