Education in an Era of Climate Change: Conversing with Ten Thousand Voices

Abstract

what are our tasks and responsibilities as curriculum scholars in addressing the ecological crisis facing life on the planet? is there any possibility for post-imperialist post-development post-progress education in the prevailing schooling systems that are grounded in Euro-centric anthropocentric neoliberal knowledge systems? how might traditional ecological knowings of Indigenous Peoples worldwide contribute to holistic education that values human non-human and more-than-human intelligences and agencies? this paper presents a theoretical framework to discuss these questions.