This book concentrates exclusively on the dialogic turn in the governance of science and the environment. The starting point for this book is the dialogic turn in the production and communication of knowledge in which practices claiming to be based on principles of dialogue and participation have spread across diverse social fields. As in other fields of social practice in the dialogic turn, the model of communication underpinning science and environmental governance is dialogue in which scientists and citizens engage in mutual learning on the basis of the different knowledge forms that they bring with them. The official aim is to involve citizens in processes of decision-making on scientific and environmental issues, including issues relating to the built environment such as urban planning. The attempt in this book has been made to build bridges across the fields of science and technology studies, environmental studies and media and communication studies in order to provide theoretically informed and empirically rich accounts of how citizen voices are articulated, invoked, heard, marginalised or silenced in science and environment communication.

Climate change has been a significant area of scientific concern since the late 1970s, but has only recently entered mainstream culture and politics. However, as media coverage of climate change increases in the twenty-first century, the gap between our understanding of climate change and climate action appears to widen. In this timely book, Julie Doyle explores how practices of mediation and visualisation shape how we think about, address and act upon climate change. Through historical and contemporary case studies drawn from science, media, politics and culture, Mediating Climate Change identifies the representational problems climate change poses for public and political debate. It offers ways forward by exploring how climate change can be made more meaningful through, for example, innovative forms of climate activism, the reframing of meat and dairy consumption, media engagement with climate events and science, and artistic experimentation. Doyle argues that cultural discourses have problematically situated nature and the environment as objects externalised from humans and culture. Mediating Climate Change calls for a more nuanced understanding of human-environmental relations, in order for us to be able to more fully imagine and address the challenges climate change poses for us all.

Climate change has been a significant area of scientific concern since the late 1970s, but has only recently entered mainstream culture and politics. However, as media coverage of climate change increases in the twenty-first century, the gap between our understanding of climate change and climate action appears to widen. In this timely book, Julie Doyle explores how practices of mediation and visualisation shape how we think about, address and act upon climate change. Through historical and contemporary case studies drawn from science, media, politics and culture, Mediating Climate Change identifies the representational problems climate change poses for public and political debate. It offers ways forward by exploring how climate change can be made more meaningful through, for example, innovative forms of climate activism, the reframing of meat and dairy consumption, media engagement with climate events and science, and artistic experimentation. Doyle argues that cultural discourses have problematically situated nature and the environment as objects externalised from humans and culture. Mediating Climate Change calls for a more nuanced understanding of human-environmental relations, in order for us to be able to more fully imagine and address the challenges climate change poses for us all.

In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as "Why don't we know anything about Africa?" offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is "boring."

In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'