Voicing students’ perspectives in the transformation of theatre pedagogy for climate justice

2021 ◽  
pp. 59-74
Author(s):  
Alexandra (Sasha) Kovacs
Keyword(s):  
Climate Justice ◽  
Theatre Pedagogy

Die Bewegung für Klimagerechtigkeit und Energiedemokratie in Deutschland.

2016 ◽  
Vol 46 (184) ◽  
pp. 403-421 ◽  
Author(s):  
Henrik Sander
Keyword(s):  
Social Movements ◽  
Social Movement ◽  
Movement Analysis ◽  
Climate Justice ◽  
Climate Politics ◽  
Historical Materialist

This article argues that social movement research must be renewed by a historical-materialist perspective to be able to understand the emergence and effects of the relatively new climate justice movement in Germany. The previous research on NGOs and social movements in climate politics is presented and the recent development of the climate justice movement in Germany is illustrated. In a final step two cases of climate movement campaigns are explained by means of the historical-materialist movement analysis proposed by the author.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

Noncompliers’ Duties

2018 ◽  
Author(s):  
Anja Karnein
Keyword(s):  
Climate Justice ◽  
Imperfect Duty ◽  
Moral Agents

This chapter examines in what sorts of situation noncompliers, of which there are many in the climate justice context, can be thought to have duties—apart from the duty to comply—and how these duties ought best be described. It problematizes the unclear status of a duty that tells an agent what to do in cases where she is not doing what she ought to and reviews four possible ways to circumvent this “status problem” when explaining the presence of duties for noncompliers. Only one of these positions can show that noncompliers have duties because they failed to comply and not simply because they are moral agents. This position considers all duties to be accompanied by the imperfect duty of beneficence. When the former are not complied with, the latter remains but changes in significance. It is this position, or so this chapter maintains, that most plausibly captures our intuitions.

Climate Justice

2018 ◽  
Keyword(s):  
Climate Change ◽  
Sustainable Development Goals ◽  
Climate Justice ◽  
Policy Discourse ◽  
Mary Robinson ◽  
The Public ◽  
Development Goals ◽  
To Come ◽  
Run Up ◽  
High Level

Climate justice requires sharing the burdens and benefits of climate change and its resolution equitably and fairly. It brings together justice between generations and justice within generations. The United Nations Sustainable Development Goals summit in September 2015, and the Conference of Parties to the Framework Convention on Climate Change in Paris in December 2015, brought climate justice center stage in global discussions. In the run up to Paris, Mary Robinson, former president of Ireland and the UN Secretary General’s Special Envoy for Climate Change, instituted the Climate Justice Dialogue. The editors of this volume, an economist and a philosopher, served on the High Level Advisory Committee of the Climate Justice Dialogue. They noted the overlap and mutual enforcement between the economic and philosophical discourses on climate justice. But they also noted the great need for these strands to come together to support the public and policy discourse. This volume is the result.

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