Narratives of Hope

Abstract

This chapter addresses efforts on how to shift normative narratives focusing on climate catastrophe, environmental disasters, and climate inaction to climate hope, action, and activism. The author discusses how teachers can promote learning communities where current and future teachers can engage successfully with each other and with their students on the complex issue of climate change, and the author encourages educators to become teacher-researchers who can use inquiry-based and critical self-reflection to promote hope and constructive climate activism in students and teachers. The author argues that we need to redefine, blend, and expand existing and limiting boundaries and create an environment where transdisciplinary and intersectional teaching and learning perspectives are foregrounded in order to create a new way of addressing climate change and moving towards climate action.