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Becoming vulnerable in the era of climate change: Questions and dilemmas for a pedagogy of vulnerability

Kelly, Ute
; 
Kelly, Rhys H.S.
Publication Date
2020-04-01
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Keywords
Pedagogy, Critical pedagogies, Climate change, Difficult knowledge
Rights
(c) 2020 Information Age Publishing. Full-text reproduced with publisher permission.
Peer-Reviewed
Yes
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Accepted for publication
2019
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Social Sciences Publications
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Abstract
This chapter aims to be both an exploration and an example of (or an experiment with) a ‘pedagogy of vulnerability’. It reports and reflects on efforts to create spaces for co-inquiry with students, as attempts to both escape the limits of traditional pedagogic relationships and to create spaces and opportunities for deeper learning. We consider how or whether the central premise of a ‘pedagogy of vulnerability’ – that purposeful and selective acts self-disclosure by teachers can help build the conditions of trust and care needed for dialogue around emotionally and politically challenging topics – is borne out in our experience.
URI
http://hdl.handle.net/10454/17547
Version
Accepted manuscript
Citation
Kelly U and Kelly RHS (2020) Becoming vulnerable in the era of climate change: Questions and dilemmas for a pedagogy of vulnerability. In: Brantmeier EJ and McKenna M (Eds) Pedagogy of Vulnerability. Charlotte, NC : Information Age Publishing. 177-202.
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Type
Book chapter
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