Knowledge, crisis and (un)certainty in climate change education in India

Journal article

This paper explores teachers’ conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. This paper focuses on the data generated through in-depth semi-structured interviews with a sample of forty eight teachers in India to address the research question: what discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers’ lesson planning and searches for information are at the forefront of the changing ways in which individuals engage with, find out and construct meaning about climate change. These teachers’ beliefs about climate change are very strongly held, even in the face of a perceived lack of expertise or understanding: climate change is described as the ‘need of the hour’, which this work understands as not only involving material impacts and processes but also important epistemological, collaborative needs through which education might contribute to public reasoning about climate change. Through this analysis we present a ‘certainty problematic’ as a heuristic device that foregrounds tensions between the inherent uncertainty of knowledge, and (against climate denialism) certainty about anthropogenic climate change.

Authors: Puttick, S; Chandrachud, P; Chopra, R; Khosla, R; Robson, J

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Wiley
• Journal: British Educational Research Journal
• Volume: 50
• Issue: 2
• Pages: 794-813
• Publication date: 2023-12-21
• Acceptance date: 2023-11-15
• DOI: 10.1002/berj.3939
• ISSN: 0141-1926
• Language: English
• Keywords: certainty; crisis; public reasoning; climate change education; FFR; knowledge