The MECCE Project is pleased to be hosting a Greening Education Partnership capacity-building webinar on October 17, 2024.
An exciting new set of case studies is helping provide insights into the shared characteristics of quality climate communication and education. In this session, presenters will unpack what it means to ‘green communities’ across a breadth of contexts and countries, including a new ‘earthship’ style school in Argentina which uses a whole school approach, Indigenous land-based camps in northern Canada which are connecting young people with their land and culture, and a radio station that is using participatory radio programming to further climate action in one of the poorest regions in India. This session will also launch a new video from the MECCE Project that explores quality greening in education and communication.
October 17, 2024 | 11:00 am -12:00 pm CET
Event Speakers
Marcia McKenzie Professor and Associate Dean Sustainability in the Faculty of Education, University of Melbourne. She is the Director of the Monitoring and Evaluating Climate Communication and Education (MECCE) Project (www.mecce.ca) at the University of Saskatchewan. Her research areas include global education policy research, geographies of education, and climate and sustainability education, including in relation to place, mobilities, and affect theory. She is co-author/editor of six books, including Researching Global Education Policy: Diverse Approaches to Policy Movement (Policy Press, 2024) and Navigating the Research-Policy Relationship: Studies in Environmental and Sustainability Education (2024, Routledge), and co-edits the book series Lobal Global Issues in Education (Routledge) and Studies in Education and the Environment (Palgrave).
Iris Catholique is a mother, harvester, and member of the Łutsël K’é Dene First Nation (LKDFN). As the manager of the Thaidene Nëné Department, she oversees the implementation of LKDFN’s responsibilities within the Thaidene Nëné Indigenous Protected Area. The Łutsël K’é Dene First Nation designated Thaidene Nëné an Indigenous protected area in 2019 using our own Dene Law. The Łutsël K’é Dene First Nation has long partnered with researchers to understand shifts to the land resulting from climate change. One result of these partnerships is the creation of youth stewardship camps that combine land-based learning, community well-being, and connection between youth and Elders in the face of climate change.
Carrie Karsgaard is an Assistant Professor in the Education Department at Cape Breton University, teaching Sustainability, Creativity, and Innovation. She is also a co-editor of the Journal of Contemporary Issues in Education. A thread throughout her research and practice involves the links between social, environmental, and epistemic justice, both within the settler colonial state of Canada and across borders globally. With an interest in the contributions and knowledges of those often excluded from formal education spaces, one aspect of her research draws on social media to tap into public dialogue and activism to inform formal education. She also actively engages with young people to explore their concerns about climate change.
Carla Sabbatini is a PhD candidate and holds a Masters Degree in Education from Universidad de San Andrés (UdeSA), where she is Executive Director of the UNESCO Chair on Education for Sustainability and Global Citizenship. As such, she leads several cross-sector projects aimed at educational capacity development for decision-makers and educators in Argentina and Latin America. Her current research focuses on two main lines: one is the ways in which Latin American countries are embracing sustainability and global citizenship in their national policies and curriculum reforms. The other is youth engagement in Sustainable Development, particularly in Climate Action initiatives. Professor Sabbatini lectures at UdeSA’s School of Education Masters Programme and other post-graduate courses. Among her publications, she has co-authored two books: On Education for Sustainability and School Leadership Towards Improvement.
Vaishali Kanojia is a Research Associate at Development Alternatives (DA) with a background in development communication and extension. With three years of experience in policy research and planning, she specializes in water resource management, sustainable agriculture, community empowerment, and climate action. Her dedication to global sustainability is reflected in her contributions to Think20, Task Force 6, where she co-authored a policy brief on accelerating SDGs. Vaishali independently manages monitoring and evaluation projects related to climate change communication and sustainable agriculture, and she represents her organization at the Himalayan Agroecology Task Force. Development Alternatives (DA) is the world’s first social enterprise focused on sustainable development, striving to deliver socially equitable, environmentally sound, and economically scalable outcomes.
