"This collection offers practical approaches to using literature as a lens for teaching about climate change. Contributors share their classroom experiences and reflections to urge educators at all levels to prepare students for the challenges of a climate-changed world"--.

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• Contents
• Foreword
  • Notes
• Acknowledgments
• Introduction
  • Notes
  • References
• Chapter 1: “It Wasn’t Us!”: Teaching about Ecocide and the Systemic Causes of Climate Change
  • Teaching Climate Literacy
  • “It Was Just a Few Bad People!”
  • If It’s the System, Is Anyone Responsible at All?
    • Producerism
    • Extractivist Economy
    • Fungibility
    • On Personal Responsibility and the World the Rich (Un)Made
  • Conclusion
  • Notes
  • References
• Chapter 2: Amitav Ghosh and Arundhati Roy on Climate Change: A Pedagogical Approach to Awakening Student Engagement in Ecocriticism
  • Introduction: Exploring the Writer’s Lived Experience
    • Mining and Recasting Childhood Stories for the Fictional Ground
    • Figuring the Material Lay of the Land and Mining the Arts for Material Gain
      • Exploiting India for Material Gain
      • The Opium Triangular Trade of the British East India Company
      • Privatization and the Dynamics of Power Politics
  • Encouraging Social and Environmental Advocacy in Literature
    • Establishing a Green Paradigm through an Eco-narrative
      • Fighting against Dams in the Name of Greater Common Good
  • Conclusion: Making the Material Turn
    • Eco-narrative versus Eco-materialism
  • Notes
  • References
• Chapter 3: Climate Crisis Confluence, History, and Social Justice: How Race, Place, Privilege, Past, and Present Flow Together in YA Literature
  • Climate Fiction Literature Circles: Purpose
    • YA Climate Fiction Text Study #1: Dry by Jarrod Shusterman and Neal Shusterman
      • Reading Dry to Make Sense of the Climate Crisis
      • Reading Dry to Explore Climate Crisis “Form”
      • Pairing Nonfiction Texts with Dry
    • YA Climate Fiction Text Study #2: The Marrow Thieves by Cherie Dimaline
      • Reading The Marrow Thieves to Make Sense of the Climate Crisis
      • Reading The Marrow Thieves to Explore Climate Crisis “Form”
      • Pairing Nonfiction Texts with The Marrow Thieves
    • YA Climate Fiction Text Study #3: Not a Drop to Drink by Mindy McGinnis
      • Reading Not a Drop to Drink to Make Sense of the Climate Crisis
      • Reading Not a Drop to Drink to Explore Climate Crisis “Form”
      • Pairing Nonfiction Texts with Not a Drop to Drink
  • Community Action
  • Conclusion
  • Notes
  • References
• Chapter 4: Starting Points for Student Inquiry into Our Relationship with the Environment
  • Notes
  • References
• Chapter 5: Foregrounding the Value of Ecocriticism in a South African University Context
  • Education Policy and the National Curriculum Documents
  • The Lived Experience of South Africans and the Matter of the Environment
  • The Theoretical Perspectives
  • Student Responses
  • Considering John Steinbeck’s The Grapes of Wrath
  • Conclusion
  • Notes
  • References
• Chapter 6: These Are the Forgeries of Jealousy: Nature Out of Balance
  • The Workshop
    • Part One: Shakespeare’s Text
    • Part Two: Informational Texts
  • Conclusion
  • Notes
  • References
• Chapter 7: Raising Environmental Awareness and Language Acquisition through Haiku
  • Toward a Humanistic Approach to Language Teaching: Global Education and the Role of Literature
  • Why Haiku?
    • Haiku in Language Instruction
  • The Poetry Reading Project: Writing Haiku, Nature, and Environmental Education
  • Conclusions
  • Notes
  • References
• Chapter 8: Introducing Sustainability Topics with Ursula Le Guin’s “The Ones Who Walk Away from Omelas” and Richard Powers’s “The Seventh Event”
  • Reading Le Guin’s “The Ones Who Walk Away from Omelas”8 and Powers’s “The Seventh Event” as Literary Models for Systems Thinking about Sustainability Topics
    • Ursula Le Guin, “The Ones Who Walk Away from Omelas”
    • Richard Power’s “The Seventh Event”
  • Discussion
    • “The Ones Who Walk Away from Omelas” as an Allegory for Teaching Sustainability Topics
    • “The Seventh Event” as a Literary Model of Systems Thinking for Sustainability
  • Notes
  • References
• Chapter 9: Developmental Bibliotherapy and Cli-Fi: Helping to Reframe Young People’s Responses to Climate Change
  • Teaching Climate Change Without Creating Despair or Entrenching Denial
  • Activism: Where Hope Rules
    • The Psychology of Denial
  • Harnessing the Power of Stories
    • Tell Me the Truth: Talking to Children about Climate Change
      • Enabling Conversations
      • Using Cli-Fi as a Conversation Starter
      • Imagining the Future
  • Reading and Well-being
    • Activating the DMN
    • Cultivating Core Confidence
    • Demystifying Mental Illness
    • Reframing Responses to Climate Change
  • Developmental Bibliotherapy and YA Cli-Fi
    • Trusted Authors of YA Fiction
    • Encouraging Reflection
    • Librarians as Trusted Adults
    • Reading Provides Lifelong Benefits
  • Developmental Bibliotherapy, Cli-Fi, and Dissent
  • Notes
  • References
• Afterword
• Index
• About the Editor and Contributors