Oral

This session will critically examine teaching about links between global climate change, sustainable (or non-sustainable) economies and ecologies, and health equity both in and outside of academic settings and across the spectrum of social and economic groups. Since local action produces global change as well as the reverse, we are particularly interested in pedagogies that promote the critical thinking and actions that transform that binary. Some possible topic might include: 1) Teaching about climate change activism: how local action can promote global changes; 2) Organizing and teaching about sustainable systems of production and consumption that promote health equity; 3) Pedagogy that fosters collaboration and solidarity between the global north and south or between the poor and affluent in the U.S. in relation to issues of global climate change, sustainable economies and ecologies, and health equity; 4) Courses that critically teach about global climate change and its implications for health inequities; 5) Courses that each about environmental justice & health equity that include sessions on global climate change; and 6) Courses based in non-public health disciplines (e.g., urban planning, conservation, economic development, Indigenous studies) that are branching out to include the public health and health equity impacts – and implications – of global climate change.

Session Objectives: Describe academic classes and other pedagogic activities that critically teach about links between global climate change, sustainable (or non-sustainable) economies and ecologies, and health equity.