We draw on the work of Bruno Latour in his book “Down to Earth: Politics in the New Climatic Regime” [1] to re-imagine climate change education in K-12 science teaching and learning. Our goal here is to rethink how it is that we are engaging our students with the goal of making climate change education more nuanced, local, situated, and entangled so that they may come to collective responsibility from where they are. We engage in our Latourian inquiry of, “How do students’ descriptions of their dwelling place up close and at the local level create geographies that foster their understanding of the shared, inhabitable Earth and imagine an alternative way of belonging to the Earth?”.

Authors: Elena H. Silverman, Sophia Jeong

Published in: Ireland International Conference on Education (IICE-2024)

• Date of Conference: 28-30 October, 2024
• DOI: 10.20533/IICE.2024.10.0023
• ISBN: 978-1-913572-73-0
• Conference Location: Dún Laoghaire, Ireland