Climate fiction for inclusive pedagogy in Politics

Abstract

Research indicates that climate fiction can help readers grasp the fragility of human societies and vulnerable ecosystems, while also de-mystifying the abstractions of climatology and generating alternative climate imaginaries and futures (e.g. Schneider-Mayerson 2018; Death 2022; Hulme 2021). But how can climate fiction enrich students’ pedagogical experiences in an inclusive manner? This paper presents three distinct perspectives: that of the lecturer, and one each from two Politics students who read and discussed a climate fiction short story. These three perspectives suggest that climate fiction can break down complex, multifaceted issues, enable critical thinking and facilitate inclusive curriculum design by amplifying under-recognised forms of knowledge and experience. The paper concludes by reflecting on how to best embed climate fiction into environmental politics teaching.