Climate Change Education through Narrative Inquiry

Authors

  • Pasang Dolma Sherpa Center for Indigenous Peoples' Research and Development (CIPRED)

DOI:

https://doi.org/10.51474/jrtp.v2i1.523

Keywords:

Indigenous knowledge. Cultural practices. Narrative inquiry. Climate change education. Transformation.

Abstract

This article addresses Climate Change Education (CCE) and its interface with Indigenous knowledge. Specifically, I explore the potential for transformation towards more holistic climate change education that balances science and Indigenous knowledge. However, the study details the persistent focus of contemporary education on climate science without interfacing with Indigenous knowledge, cultural values, and associated practices that contribute to climate change resilience. This article tackles this gap and the requisite transformation in climate change education through narrative inquiry. 

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Published

2021-06-30

How to Cite

Sherpa, P. D. (2021). Climate Change Education through Narrative Inquiry. Journal of Transformative Praxis, 2(1), 46-53. https://doi.org/10.51474/jrtp.v2i1.523

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Section

Articles