Figure 1.
The table has five headers: 1 Children, 2 Adolescents, 3 Preservice Teachers, 4 Inservice Teachers, and 5 Discourse Analysis. Under Children, Beauchemin presents Okay tengo estas flores: Exploring urban multilingual children’s perspectives on nature in cities amidst the climate crisis. Wargo, Brownell, and Schenkel present Dreaming through drawing: tracing the shape of children’s voice in re-storying the climate crisis. Under Adolescents, Meiklejohn-Whiu and Jesson present Weaving Selves: students’ insights into identity, learning and storytelling in digital spaces. Camp and Johnson present Negotiating belonging in an outdoor setting through kinship bonds in a secondary E L A class. Under Preservice Teachers, Sherry and Banack present The power of climate narratives: teaching climate justice through young adult literature. Hunt presents Pedagogical possibilities in the speculative landscape through Your Pal Fred by Michael Rex. Kershen and Brugar present Climate images in the literacy classroom: developing a model for climate literacy discussion with preservice teachers. Doerr-Stevens presents Of mice, men and fish: multispecies storytelling for shared becoming and hope in E L A teacher education. Rollag, Yoon, and Lo Bello Miller present Artifactual climate writing: Pathways for preservice teachers’ navigation of climate pedagogy in the E L A classroom. Under Inservice Teachers, Honeyford and Watt present This was a really tough year in terms of global crises: walking and writing as ethical and emergent literacy practices in English language arts. Irigos-Carrillo, Calle-Díaz, Rogers, Misra, and Herrera Bustamante present Collaborative reading and writing for glocal water justice: Online teacher inquiry across the Americas. Canady, Beach, Hicks, Buccella, and Morningsnow present Imagination is agency: curricular future-making as an empowering framework for teacher professional learning. Under Discourse Analysis, Lammert presents How is climate activism represented in award-winning children’s picturebooks? A critical content analysis. Eisavi and Yousefi present English language teaching and the climate crisis: a framework for sustainable and resilient pedagogy. Axelrod and Ives present When the storm hits: children’s literature, extreme weather, and climate conversations in early childhood. Damico and Baildon present Anti-institutionalism and climate delay: an analysis of a climate change debate on the Lex Fridman podcast.Table of contents