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dc.contributor.authorKelly, Ute
dc.contributor.authorKelly, Rhys H.S.
dc.date.accessioned2019-12-18T14:22:40Z
dc.date.accessioned2019-12-19T13:40:35Z
dc.date.available2019-12-18T14:22:40Z
dc.date.available2019-12-19T13:40:35Z
dc.date.issued2020-04-01
dc.identifier.citationKelly 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.en_US
dc.identifier.urihttp://hdl.handle.net/10454/17547
dc.descriptionYesen_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherInformation Age Publishing
dc.rights(c) 2020 Information Age Publishing. Full-text reproduced with publisher permission.
dc.subjectPedagogyen_US
dc.subjectCritical pedagogiesen_US
dc.subjectClimate changeen_US
dc.subjectDifficult knowledgeen_US
dc.titleBecoming vulnerable in the era of climate change: Questions and dilemmas for a pedagogy of vulnerabilityen_US
dc.status.refereedYesen_US
dc.typeBook chapteren_US
dc.type.versionAccepted manuscripten_US
dc.date.updated2019-12-18T14:22:42Z
refterms.dateFOA2019-12-19T13:42:33Z
dc.date.accepted2019


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