Pedagogical Methodology and Practice

stimulates learners’ agency, hope and action to challenge the existing practice. Participatory pedagogy and action-learning increase learners’ problem solving, ability to organize and political agency.

If teaching and learning only focus on problems and the irreversibility of the damage already done to the climate and environment, children and young people risk becoming depressed and paralyzed. Oxfam, therefore, supports pedagogies that instill hope and create agency in children and young people, for example, through action and sharing stories of positive change. Pedagogic practice needs to foster ideas for solutions and ways (whether small or big) to act in their own lives, school, and local communities.

All children and young people can participate and lead somehow, and educators need to facilitate actions and develop an awareness of the important link between local actions and the bigger global perspective of the climate emergency. For example, in flood - or drought-affected countries, climate education could include developing local strategies for Disaster Risk Reduction (DRR) involving local stakeholders and drawing on broader DRR issues and solutions from around the globe.

Educators need to recognize flexible approaches to sustainability that are dependent on the local context, with room to explore different opinions and solutions that inspire and encourage learners to question prevailing norms and systems.