Proud to share the final research output from my career at La Trobe University, the co-authored article “Towards an interdisciplinary agenda for teaching in the climate crisis: reflections from the humanities and social sciences” published in the journal Environmental Education Research.

This article is a collaboration of ten academic colleagues—Steph Houghton, Jillian Garvey, Liz Conor, Brooke Wilmsen, Julia Dehm, Ruth Gamble, Katie Holmes, Jacqueline Millner, Keir Strickland and myself—reflecting on our teaching of subjects related to climate change and the environment in disciplines within social sciences and the humanities. My contribution to the work centres on my subjects International Politics of Climate Change and Global Environmental Politics.

Abstract: The current anthropogenic climate crisis presents unique challenges to the higher education classroom. Pedagogy in the context of climate change must be attuned to complex and varied student experiences that can contend with feelings of anxiety, disconnection, distress and hopelessness. As educators and researchers, we collate our pedagogical approaches in the humanities and social sciences to progress ongoing discussions about climate pedagogy and highlight possibilities for action from Australia. Drawing on the inherent interconnectedness of our disciplines, we offer an interdisciplinary agenda for teaching in the climate crisis that is attuned to framing, positionality and reflexivity; multiple temporal and spatial scales; other ways of living and knowing; and creative action and activism to cultivate an affective classroom.