The School of Writing, Literature, and Film positions itself as a leader of humanities-based climate change education with new YouTube series focused on “Cli-Fi”
By Taylor Pedersen, CLA Student Writer - November 20, 2024
As climate change continues to pose an existential threat to the planet, education systems around the world tussle with how best to prepare the next generation to understand and address this global challenge. Traditionally, the educational emphasis has been on STEM disciplines, which offer crucial insights into the science behind climate change. However, an innovative project led by Raymond Malewitz, an associate professor of English at the College of Liberal Arts, seeks to broaden this educational approach by integrating climate change into the humanities, particularly through the study of literature.
The need for interdisciplinary education on climate change is growing, especially in states like California and New Jersey, where mandates require that climate change be taught across various subjects. Despite this, much of the existing educational material remains heavily slanted toward science-based subjects, leaving English Language Arts teachers with limited resources from which to draw.
"Climate change is not just a scientific problem; it’s a cultural and social one," Malewitz explained. "To fully understand its implications, students need to explore how it’s represented in stories, how it affects communities, and how it challenges our ideas about the future.”
Recognizing this, Malewitz and his team of graduate students, many of whom contributed to the project through a graduate course on climate change literature, have worked diligently to create content that is both informative and relevant. Students like Rachael Garcia, a film production expert, played a pivotal role in the video production process, while her peer Vanessa Vasquez managed the project, ensuring that the team met its objectives. Their work, and the work of countless other dedicated students, exemplify the kind of collaboration that is essential for tackling global challenges like climate change.
Their initiative is centered on a series of video resources that focus on climate change literature—often called “Cli-Fi"—and aim to provide educators with engaging content that goes beyond traditional approaches. As an extension of the School of Writing, Literature, and Film’s popular literary guide series, the material represents a major step forward in immersing environmental issues within the humanities.
Instead of just lectures, these videos are crafted lessons that explore the nuances of climate change through the lens of narrative, character, setting, and the concept of the "environmental uncanny." Through this approach, students are encouraged to think critically about the world around them and their role in its future. The incorporated stories serve as a tool to facilitate empathy and understanding, helping students to see climate change as something other than an abstract scientific phenomenon, but as a lived reality with true effects.
For example, one video introduces students to the concept of the narrative arc in Cli-Fi, where, unlike traditional narratives that climax with resolution, climate change literature often ends in anticlimax, reflecting the ongoing and unresolved nature of the climate crisis. Another video delves into the role of the protagonist in climate change narratives, highlighting how these stories often shift focus from individual heroism to collective action, a reflection of the communal effort required to address environmental issues.
One of the standout features of the video series is its focus on freely available texts, particularly short stories published by platforms like Grist, a magazine that has become a hub for climate change fiction. By selecting materials that are easily accessible online, the curriculum ensures that any teacher can quickly incorporate these resources without the burden of additional costs or extensive planning.
The project is still in its early stages but the initial response has been promising, with the videos amassing thousands of views despite being released during the summer months when most teachers are not actively searching for resources. As the school year progresses, Malewitz anticipates a surge in interest, particularly as more teachers become aware of the availability of these tailored resources.
Looking ahead, there are hopes to scale up the project, potentially positioning OSU as a leader in humanities-based climate change education. This expansion would involve not only producing more videos but also collaborating with other universities and educational platforms. Malewitz plans to gather more feedback from educators and potentially revise the lesson plans and videos based on their experiences. Partnerships with organizations like Grist and other educational resource hubs could provide visibility and reach as more states adopt climate change education mandates and the demand for high-quality, humanities-based resources continues to grow.
As the project continues to evolve, it will undoubtedly serve as a model for how educators can integrate climate change into diverse academic disciplines, ultimately helping to shape a more informed and engaged society. Through the lens of literature, we are offered a unique and vital perspective, reminding us that the stories we tell about the environment are just as important as the science behind them.