In this course, teachers and students from multiple disciplines will co-create an inter- and transdisciplinary basic sustainability curriculum. Through co-learning, place-based field visits, workshops and evolving interactive discussions, we will hone in on what a fundamental literacy, or ethic of planetary care, could look like. A focus on the underlying drivers of the planetary crisis and systems literacy will equip students to approach sustainability challenges in any course of study and within their communities.
We will begin with an overview of the interconnected planetary crises, from both biophysical, social/(in)justice and governance perspectives. We will further discuss and critique global governance approaches, and explore various alternative discourses and movements to paradigms of well-being and growth.
Using action-oriented case studies, we will explore the (hidden) power dynamics in both technological and social approaches to sustainability. This will center how different ways of knowing – i.e. the knowledge we choose engage with – shapes both our relationship to the natural world as well as our images of the future.
Beyond engaging intellectually, we will also experiment together how to engage emotionally with the planetary crisis, recognizing and engaging with feelings of e.g. grief, overwhelm, confusion and anger. In complement to the teachings of non-Western ways of seeing, we will explore what it means viscerally to be a part of the natural world.
Learning objectives
After following this course, you can:
- Discuss the status quo of the planetary polycrisis, from the lenses of e.g. planetary boundaries, earths systems justice boundaries and non-western ways of seeing. Reflect critically on global governance approaches
- Think and engage critically with systems thinking as it pertains to the root causes of the climate crisis, and their relationship with questions of power, justice
- Relate the climate crisis to (any) chosen field of study
- Engage in different imaginaries of societal transitions, and engage pro-actively with curriculum developers and local actors to identify curricular content and learning goals
- Actively engage in an empowered, emotionally grounded way in transitions in your local environment and educational institution
