This column discusses how English language arts teaching can address the climate crisis, empowering future generations.
With a recognition that both the climate crisis and ELA teaching and learning can be experiences of profound helplessness and empowered action-taking, this column describes how every teacher can “teach for the climate” and by doing so teach for the future of the planet and the well-being of future generations.
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Alexandra Panos (2025) studied this question.
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