Bearing worlds: learning to live-with climate change
By Blanche Verlie. Environmental Education Research, 2019
161 citations recorded by the source corpus.
Abstract This paper explores the emotional experiences of some undergraduate sustainability students in a semester long course on climate change. Specifically, it attends to experiences of anxiety, frustration, overwhelm, guilt, grief and hope. I suggest these experiences are characteristic of a process I term learning to live-with climate change. Learning to live-with climate change involves attuning to the relational composition of the world and thus the self; mourning desirable relationships that are lost as the planet warms; and responding to these conditions in ways that may foster more liveable worlds. Collectively, these processes enrol people in practices of bearing worlds: enduring the pain of the end of the world they have known, and labouring to generate promising alternatives. As such, these processes reconfigure the self and its relations, and attunement to how climate change composes, recomposes and decomposes particular subjectivities is important. The paper argues that affective adaptation is therefore a crucial element of climate change education. Video abstract Read the transcript Watch the video on Vimeo
View Paper: https://www.semanticscholar.org/paper/55753b95cbb04d717de69e90f54b35dde34604fe
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Citations in the corpus
- Eco-Anxiety and Environmental Education (2020, background): “Thus, this approach has close connections with Verlie’s [22] proposal of “learning to live-with climate change”.”
- Anxiety and the Ecological Crisis: An Analysis of Eco-Anxiety and Climate Anxiety (2020, background): “The relevance of this insight in relation to the ecological crisis is revealed in the fact that frustration has appeared in several recent studies to be one of the most common emotions that people feel in relation to climate change and the ecological crisis [55,98].”