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Since 1995, Community Works Journal, our digital magazine for educators, has been the leading publication for progressive community focused education. We uniquely bringing together pedagogy, practice, and teaching strategies related to Service-Learning, Place Based Education, Education for Sustainability, and Social and Emotional Learning (SEL). Community Works Journal is written by educators, for educators.

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Given the magnitude and immediacy of climate change, how should environmental education (EE) address not only reducing our climate footprint but also climate adaptation? Whereas some approaches to adaptation education are consistent with EE foundational principles, others, while crucial for individual survival, address more immediate risks in ways that do not promote longer-term environmental quality. Using a literature review, we examine issues climate adaptation education raises for the field of EE. We then describe example programs that integrate climate mitigation and adaptation, drawing from EE programs in New York City following devastating floods brought about by Hurricane Sandy. These programs are consistent with a praxis or action research approach to EE where learning is embedded in restoration and other forms of action. We close with reflections on how EE might address climate change adaptation in a manner consistent with climate mitigation education and with our field’s focus on improving environmental quality.

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This study focuses on the nature of teachers’ arguments for and rebuttals to 10 denial theories about anthropogenic climate change that are most commonly encountered in the media and public debates. Through a semi-structured survey, the study collected data from 24 participants who are K-12 teachers in Maryland and Delaware. The deductive coding and frequency analysis of data shows that although all participants of our study agree with the importance of teaching anthropogenic climate change, some teachers agree with the denial theories of climate change. The arguments for the denial theories show less epistemic quality than the rebuttals against denial theories. Moreover, teachers went beyond the textbooks and searched for other varied sources of information. However, we noticed that teachers might still doubt the anthropogenic causes of climate change. The study further uses intertextual discourse analysis to explore the reasons why use of sources might still leave teachers confused.

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This article introduces key features to the background, themes and implications of three collections available in Environmental Education Research that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called ‘pyro-pedagogies’ and ‘practice architectures’, and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future.

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UNSDG's Youth Solutions Program is launching the 3rd edition of the Youth Solutions Report. Building on the work of The World in 2050 Initiative (TWI2050), SDSN’s Sustainable Development Report outlines six major transformations needed to implement the SDGs, including education, health, energy, land use, cities, and digital technologies. This year’s Report includes solutions that target areas such as digital health and education, financial inclusion, innovation in agricultural practices, sustainable livelihoods, and circular economy. Taken together, the 50 awardees contribute to expanding the global cohort of youth-led innovations that SDSN Youth has been supporting since 2015.

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