Climate lessons from the Cold Edge:rethinking the University as an ethical ecology
• Purpose This largely conceptual study draws from the author’s experience of conversations with Svalbard’s educators, lessons for international Higher Education Institutions’ engagement with climate change education and thinking for non-specialists. • Design/methodology/approach In-situ discussions...
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Online Access: | http://winchester.elsevierpure.com/en/publications/5a30d699-2f82-487f-a016-fe5ea59f209b https://cris.winchester.ac.uk/ws/files/19894265/19828313_Boxley_ClimateLessonsColdEdge_withstatement.pdf |
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ftuwinchcrispub:oai:pure.atira.dk:publications/5a30d699-2f82-487f-a016-fe5ea59f209b 2024-06-23T07:57:05+00:00 Climate lessons from the Cold Edge:rethinking the University as an ethical ecology Boxley, Simon 2024-04-26 application/pdf http://winchester.elsevierpure.com/en/publications/5a30d699-2f82-487f-a016-fe5ea59f209b https://cris.winchester.ac.uk/ws/files/19894265/19828313_Boxley_ClimateLessonsColdEdge_withstatement.pdf eng eng info:eu-repo/semantics/openAccess Boxley , S 2024 , ' Climate lessons from the Cold Edge : rethinking the University as an ethical ecology ' , International Journal of Sustainability in Higher Education . Svalbard Climate change educational philosophy sense of place universities climate ambassadors article 2024 ftuwinchcrispub 2024-06-05T23:32:53Z • Purpose This largely conceptual study draws from the author’s experience of conversations with Svalbard’s educators, lessons for international Higher Education Institutions’ engagement with climate change education and thinking for non-specialists. • Design/methodology/approach In-situ discussions with Svalbard’s educators informed the theoretical work of the author towards the development of conceptual conclusions. The theoretical frame employed – ‘Red Biocentrism’ – draws on both radical left and green thought to posit an emplaced, materialist understanding of author’s, participants and place’s intra-related contributions. • Findings That, insofar as universities represent nodes in an ethical ecology, they have a capacity to realise that which is obvious in Svalbard – their role as embassies for their learning-places, generative of spokespeople or ambassadors. • Originality There is sparse published research into the work of Svalbard’s climate educators, as a pedagogical project undertaken under such extreme and rapidly changing environmental conditions. This article represents the first to reflect on what can be learnt from the educators of Svalbard by Universities elsewhere. Article in Journal/Newspaper Svalbard University of Winchester Research Portal Svalbard |
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Open Polar |
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University of Winchester Research Portal |
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ftuwinchcrispub |
language |
English |
topic |
Svalbard Climate change educational philosophy sense of place universities climate ambassadors |
spellingShingle |
Svalbard Climate change educational philosophy sense of place universities climate ambassadors Boxley, Simon Climate lessons from the Cold Edge:rethinking the University as an ethical ecology |
topic_facet |
Svalbard Climate change educational philosophy sense of place universities climate ambassadors |
description |
• Purpose This largely conceptual study draws from the author’s experience of conversations with Svalbard’s educators, lessons for international Higher Education Institutions’ engagement with climate change education and thinking for non-specialists. • Design/methodology/approach In-situ discussions with Svalbard’s educators informed the theoretical work of the author towards the development of conceptual conclusions. The theoretical frame employed – ‘Red Biocentrism’ – draws on both radical left and green thought to posit an emplaced, materialist understanding of author’s, participants and place’s intra-related contributions. • Findings That, insofar as universities represent nodes in an ethical ecology, they have a capacity to realise that which is obvious in Svalbard – their role as embassies for their learning-places, generative of spokespeople or ambassadors. • Originality There is sparse published research into the work of Svalbard’s climate educators, as a pedagogical project undertaken under such extreme and rapidly changing environmental conditions. This article represents the first to reflect on what can be learnt from the educators of Svalbard by Universities elsewhere. |
format |
Article in Journal/Newspaper |
author |
Boxley, Simon |
author_facet |
Boxley, Simon |
author_sort |
Boxley, Simon |
title |
Climate lessons from the Cold Edge:rethinking the University as an ethical ecology |
title_short |
Climate lessons from the Cold Edge:rethinking the University as an ethical ecology |
title_full |
Climate lessons from the Cold Edge:rethinking the University as an ethical ecology |
title_fullStr |
Climate lessons from the Cold Edge:rethinking the University as an ethical ecology |
title_full_unstemmed |
Climate lessons from the Cold Edge:rethinking the University as an ethical ecology |
title_sort |
climate lessons from the cold edge:rethinking the university as an ethical ecology |
publishDate |
2024 |
url |
http://winchester.elsevierpure.com/en/publications/5a30d699-2f82-487f-a016-fe5ea59f209b https://cris.winchester.ac.uk/ws/files/19894265/19828313_Boxley_ClimateLessonsColdEdge_withstatement.pdf |
geographic |
Svalbard |
geographic_facet |
Svalbard |
genre |
Svalbard |
genre_facet |
Svalbard |
op_source |
Boxley , S 2024 , ' Climate lessons from the Cold Edge : rethinking the University as an ethical ecology ' , International Journal of Sustainability in Higher Education . |
op_rights |
info:eu-repo/semantics/openAccess |
_version_ |
1802650539439161344 |