Year: 2025
Type: article
Abstract: Paraphrasing Phoebe Waller-Bridge's astute definition of love in Fleabag (2016-19), one could argue that teaching "is awful […]; so no wonder it's something we don't want to do on our own".1 This statement will probably not sit well with the most enthusiastic pedagogues; and yet, perhaps, both the unease around teaching and the need for companionship might sound more universally relatable if one is tasked to convey hope in times of climate despair and escalating polycrises.It makes sense, then, that in their 2017 collection Teaching Climate Change in the Humanities, Stephen Siperstein, Shane Hall and Stephanie LeMenager stress the importance of gathering the pedagogical experiments undertaken by "a fast-growing community of scholars and educators working to bring the humanities into climate change discourse and vice-a-versa" (2017, 2), producing "an artifact of collective questioning and collaborative work" (2).This special issue aims to engage in a similar work of gathering, questioning and collaboration.It aims to further trace and expand, with a European focus, the network of university teachers who are tackling the most pressing issues at the heart of the Environmental Humanities (EH), bringing humanities and social science perspectives in conversation with technical and scientific knowledges to articulate culturally embedded and geographically situated responses to the 1 Waller-Bridge, P. (2019)."Episode 6".Fleabag.BBC.
Source: Lagoonscapes
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4417465235
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