This book introduces the notion of "educational ecology" as a necessary and promising pedagogic principle for the teaching of Anglophone literatures and cultures in a time of climate change. Drawing on scholarship in the environmental humanities and practice-oriented research in education and literature pedagogy, chapters address the challenges of climate change and the demand for sustainability and environmental pedagogy from the specific perspective of literary and cultural studies and education, arguing that these perspectives constitute a crucial element of the transdisciplinary effort of "cultivating sustainability." The notion of an "educational ecology" takes full advantage of the necessarily dialogic and co-constitutive nature of sustainability-related pedagogical philosophy and practice while it retains the subject-specific focus of research and education in the humanities, centring on and excelling in critical thinking, perspective diversity, language and discourse awareness, and the literary and cultural constructions of meaning. This book will be of great interest to academics, researchers and post-graduate students in the fields of language, literature and culture pedagogy, as well as transdisciplinary researchers in the environmental humanities.

This book introduces the notion of "educational ecology" as a necessary and promising pedagogic principle for the teaching of Anglophone literatures and cultures in a time of climate change. Drawing on scholarship in the environmental humanities and practice-oriented research in education and literature pedagogy, chapters address the challenges of climate change and the demand for sustainability and environmental pedagogy from the specific perspective of literary and cultural studies and education, arguing that these perspectives constitute a crucial element of the transdisciplinary effort of "cultivating sustainability." The notion of an "educational ecology" takes full advantage of the necessarily dialogic and co-constitutive nature of sustainability-related pedagogical philosophy and practice while it retains the subject-specific focus of research and education in the humanities, centring on and excelling in critical thinking, perspective diversity, language and discourse awareness, and the literary and cultural constructions of meaning. This book will be of great interest to academics, researchers and post-graduate students in the fields of language, literature and culture pedagogy, as well as transdisciplinary researchers in the environmental humanities.

This volume explores the potential of the concept of the creaturely for thinking and writing beyond the idea of a clear-cut human-animal divide, presenting innovative perspectives and narratives for an age which increasingly confronts us with the profound ecological, ethical and political challenges of a multispecies world. The text explores written work such as Samuel Beckett's Worstward Ho and Michel Foucault's The Order of Things, video media such as the film "Creature Comforts" and the video game Into the Dead, and photography. With chapters written by an international group of philosophers, literary and cultural studies scholars, historians and others, the volume brings together established experts and forward-thinking early career scholars to provide an interdisciplinary engagement with ways of thinking and writing the creaturely to establish a postanthropocentric sense of human-animal relationality.

Literature, Pedagogy, and Climate Change: Text Models for a Transcultural Ecology asks two questions: How do we read (in) the Anthropocene? And what can reading teach us? To answer these questions, the book develops a concept of transcultural ecology that understands fiction and interpretation as text models that help address the various and incommensurable scales inherent to climate change. Focussing on text composition, reception, storyworlds, and narrative framing in world literature and elsewhere, each chapter elaborates on central educational objectives through the close reading of texts by Chimamanda Ngozi Adichie, Teju Cole and J.M. Coetzee as well as films, picture books and new digital media and their aesthetic affordances. At the end of each chapter, these objectives are summarised in sections on the 'general implications for studying and teaching' (GIST) and together offer a new concept of transcultural competence in conversation with current debates in literature pedagogy and educational philosophy.

Literature, Pedagogy, and Climate Change: Text Models for a Transcultural Ecology asks two questions: How do we read (in) the Anthropocene? And what can reading teach us? To answer these questions, the book develops a concept of transcultural ecology that understands fiction and interpretation as text models that help address the various and incommensurable scales inherent to climate change. Focussing on text composition, reception, storyworlds, and narrative framing in world literature and elsewhere, each chapter elaborates on central educational objectives through the close reading of texts by Chimamanda Ngozi Adichie, Teju Cole and J.M. Coetzee as well as films, picture books and new digital media and their aesthetic affordances. At the end of each chapter, these objectives are summarised in sections on the 'general implications for studying and teaching' (GIST) and together offer a new concept of transcultural competence in conversation with current debates in literature pedagogy and educational philosophy.

Although current environmental debates lay the focus on the Industrial Revolution as a sociopolitical development that has led to the current environmental crisis, many ecocritical projects have avoided historicizing their concepts or have been characterized by approaches that were either pre-historic or post-historic: while the environmental movement has harbored the dream of restoring nature to a state untouched by human hands, there is also the pessimistic vision of a post-apocalyptic world, exhausted by humanity's consumption of natural resources. Against this background, the decline of nature has become a narrative template quite common among the public environmental discourse and environmental scientists alike. The volume revisits Antiquity as an epoch which witnessed similar environmental problems and came up with its own interpretations and solutions in dealing with them. This decidedly historical perspective is not only supposed to fill in a blank in ecocritical discourse, but also to question, problematize, and inform our contemporary debates with a completely different take on "nature" and humanity's place in the world. Thereby, a productive dialogue between contemporary ecocritical theories and the classical tradition is established that highlights similarities as well as differences. This volume is the first book to bring ecocriticism and the classical tradition into a comprehensive dialogue. It assembles recognized experts in the field and advanced scholars as well as young and aspiring ecocritics. In order to ensure a dialogic exchange between the contributions, the volume includes four response essays by established ecocritics which embed the sections within a larger theoretical and practical ecocritical framework and discuss the potential of including the pre-modern world into our environmental debates.

Although current environmental debates lay the focus on the Industrial Revolution as a sociopolitical development that has led to the current environmental crisis, many ecocritical projects have avoided historicizing their concepts or have been characterized by approaches that were either pre-historic or post-historic: while the environmental movement has harbored the dream of restoring nature to a state untouched by human hands, there is also the pessimistic vision of a post-apocalyptic world, exhausted by humanity's consumption of natural resources. Against this background, the decline of nature has become a narrative template quite common among the public environmental discourse and environmental scientists alike. The volume revisits Antiquity as an epoch which witnessed similar environmental problems and came up with its own interpretations and solutions in dealing with them. This decidedly historical perspective is not only supposed to fill in a blank in ecocritical discourse, but also to question, problematize, and inform our contemporary debates with a completely different take on "nature" and humanity's place in the world. Thereby, a productive dialogue between contemporary ecocritical theories and the classical tradition is established that highlights similarities as well as differences. This volume is the first book to bring ecocriticism and the classical tradition into a comprehensive dialogue. It assembles recognized experts in the field and advanced scholars as well as young and aspiring ecocritics. In order to ensure a dialogic exchange between the contributions, the volume includes four response essays by established ecocritics which embed the sections within a larger theoretical and practical ecocritical framework and discuss the potential of including the pre-modern world into our environmental debates.

The essays in this collection seek to bring together current developments in ecocriticism and the pedagogical practice of teaching English at all levels, from primary schools to Higher Education. They cover theoretical and practical discussions of the nexus between the sciences and the humanities and maintain that the notion of the two cultures be refused for good, they argue for the inclusion of particular texts or theoretical perspectives, and they suggest ways to teaching environments on different levels of language competence and in the context of historical and transdisciplinary encounters with ecology, nature, and animals. Despite this variety, they share some common threads and engage with questions that are highly relevant for teaching in general and have acquired even more relevance in our rapidly changing and posthumanist teaching environments: How do we raise consciousness without preaching? What kind of critical attitude is required for the empowerment of our pupils and students? How do we actually imagine encounters between the sciences and the (post)humanities, and which texts, what kind of texts, and which approaches will prove most fruitful?