Climate Change: Resistance, Recuperation, Resilience


Donna Haraway, in Staying with the Trouble: Making Kin in the Chthulucene (2016), wrote,

What if the doleful doings of the Anthropocene and the unworldings of the Capitalocene are the last gasps of the sky gods, not guarantors of the finished future, game over?  It matters which thoughts think thoughts.  We must think!

What will it take to create a transformation in human society to coexist with our human and more-than-human earth kin? This special issue explores a wide array of responses to climate change and its impacts.


Case Studies


Caring as Class: Resolving the Emotional Paradox of Climate Change Education

Ward Lyles, University of Kansas, Kelly Overstreet, University of Kansas, Yiwen Wu, University of Kansas, Jasmin Moore, 
Douglas County (KS) and City of Lawrence (KS), U.S.A.


The Thin Blue Line: Community-Based Climate Change Adaptation and the Case of RCE Greater Dhaka (Bangladesh)

Paul Kolenick, Yorkville University, Canada




Fire Lessons: Thinking Through Place and Displacement

Jesse Moon Longhurst,  Southern Oregon University, U.S.A.


Listening for a Life-Sustaining Society

Jen Mason, Jen Mason Consulting & Systems View LAB, Canada


River Meditations: A Journey into Environmental Education 

Blake C. Scott, College of Charleston, Merrie Koester, University of South Carolina Center for Science Education, U.S.A.




Fostering Student Activism About the Climate Crisis Through Digital Multimodal Narratives

Blaine E. Smith, University of Arizona, Richard Beach, University of Minnesota, Ji Shen, University of Miami, U.S.A.


Unthinking Oil Together: Developing a Collaborative and Transdisciplinary Course to Imagine a Post-Carbon Future

Gabriel Fuentes, Kean University, Daniela Shebitz, Kean University, Julia Nevárez, Kean University, U.S.A.


Scholarly Features


Board Games as Educational Tools Leading to Climate Change Action: A Literature Review

Linda C. Pope, U.S.A.


Climate Change Vulnerability, Water, and Extreme Weather: Perspectives from Graduate Environment Students

Kristy Franks, Concordia University, Canada,  Travis R. Moore, Concordia University, Canada


Greenhouse Gases: True, but Not the Whole Truth

Christopher A. Haines, Permadigms, U.S.


Sustainability education in the Anthropocene: Storytelling, the environmental humanities, and the unknown

Nathan Hensley, Bowling Green State University


What I know, what I think I know, how I act, & why I don’t: Examining students’ self-assessed vs. scientific knowledge about climate change 

Kristina Howansky, St. Mary’s College of Maryland, U.S.A., Mary L. Nucci, Rutgers University-New Brunswick, Cara L. Cuite, Rutgers University-New Brunswick, Rebecca Jordan, Michigan State University, U.S.A.