Global Climate Education and Its Discontents

Kathleen Gallagher is Director of the Centre for Drama, Theatre & Performance Studies at the University of Toronto, Fellow of the Royal Society of Canada, and Distinguished Professor. Gallagher studies theatre as a powerful medium for expression by young people of their experiences and understandings. Christine Balt is Postdoctoral Fellow at the Centre for Drama, Theatre & Performance Studies at the University of Toronto. Her research takes place at the intersection of theatre, pedagogy, ecology, and collective well-being in the lives of young people living in cities.

Foreword: A Scientist's Perspective Introduction - Living the Contradictions: Theatre and the Arts as Deep, Life-sustaining Frameworks for Climate Education on an Exhausted Planet; Part 1: Local Engagements and Encounters 1. Building a Global Ensemble as Alternative Education for the Climate Emergency: Theatre Pedagogies for Activating Artist-citizens in Tkarón:to/Toronto 2. Esperanza Ambiental: Cultivating Environmental Hope in Bogotá through Pedagogies of Humility and Risk 3. Engaging Youth with the Climate Crisis: Playful Tactics for Dialogue and Devising in Coventry 4. Unravelling Narratives of Climate Change, Gender and Livelihood in Lucknow: An Ecofeminist Perspective 5. Towards a Glocalized Critical Sensory Pedagogy: Explorations of Heavy Industry and Climate (In)justice in Kaohsiung 6. The Tacit Knowledge of Environmental Experience: Theatre, Cultural Reckonings, and ‘Publicing’ in Greece 7. The Digital Dilemma: Navigating Place, Space, Relationships and Possibilities in Global Youth-based Climate Education Research; Part 2: Pedagogical and Artistic Innovations 8. Beyond the Public Service Announcement: Navigating Hard Facts and Dissident Feelings in the Climate Emergency through Verbatim Theatre 9. Performative Pedagogies and Creative Courage: Building New Worlds during the COVID-19 Pandemic 10. Exploring Resistance and Acceptance at the Threshold of the Future: Speculative Fiction and Human Desires 11. Virtual, Sonic Drama as Climate Crisis Pedagogy: Listening to the Environment to Better Understand our Place in the World 12. Fiction and Embodiment as Gateways to Explore Posthuman Togetherness 13. Provoking 'Eco-gladness': Movement across Four Drama Pedagogies 14. Attending to Settler-colonial and Indigenous Histories in Tkaronto/Toronto: ‘Being in Common’ and Acknowledging Land through Site-specific Performance; Afterword: Gifts from Locality