LEADER 03840nam 22006735 450 001 9910484922903321 005 20230810165823.0 010 $a3-030-33300-0 024 7 $a10.1007/978-3-030-33300-3 035 $a(CKB)4100000009844998 035 $a(MiAaPQ)EBC5983487 035 $a(DE-He213)978-3-030-33300-3 035 $a(EXLCZ)994100000009844998 100 $a20191121d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLiterature, Pedagogy, and Climate Change $eText Models for a Transcultural Ecology /$fby Roman Bartosch 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019. 215 $a1 online resource (185 pages) $cillustrations 225 1 $aLiteratures, Cultures, and the Environment 311 $a3-030-33299-3 320 $aIncludes bibliographical references and index. 327 $a1. Anthropocene F(r)ictions: Transcultural Ecology and the Scaling of Perspectives -- 2. Towards Transcultural Competence: Scaling / World / Literature -- 3. Affirmative Paradiscourse and the Petroleum Unconscious: The Share of the Reader in the Energy of Stories -- 4. Doubling the World: Dark Cosmopolitanism and the Creative Potentials of Autrediegesis -- 5. Beyond Declension: Numinous Materialities and Transformative Education -- 6. Framing Framing: Aliens, Animals, and Anthropological Différance across Media -- 7. Scaling Transcultural Ecology: Balance on the Edge of Extinction. 330 $aLiterature, Pedagogy, and Climate Change: Text Models for a Transcultural Ecology asks two questions: How do we read (in) the Anthropocene? And what can reading teach us? To answer these questions, the book develops a concept of transcultural ecology that understands fiction and interpretation as text models that help address the various and incommensurable scales inherent to climate change. Focussing on text composition, reception, storyworlds, and narrative framing in world literature and elsewhere, each chapter elaborates on central educational objectives through the close reading of texts by Chimamanda Ngozi Adichie, Teju Cole and J.M. Coetzee as well as films, picture books and new digital media and their aesthetic affordances. At the end of each chapter, these objectives are summarised in sections on the ?general implications for studying and teaching? (GIST) and together offer a new concept of transcultural competence in conversation with current debates in literature pedagogy and educational philosophy. 410 0$aLiteratures, Cultures, and the Environment 606 $aLiterature$xPhilosophy 606 $aLiterature 606 $aCommunication in the environmental sciences 606 $aEnvironmental education 606 $aEnvironment 606 $aLiterary Theory 606 $aWorld Literature 606 $aEnvironmental Communication 606 $aEnvironmental and Sustainability Education 606 $aEnvironmental Sciences 615 0$aLiterature$xPhilosophy. 615 0$aLiterature. 615 0$aCommunication in the environmental sciences. 615 0$aEnvironmental education. 615 0$aEnvironment. 615 14$aLiterary Theory. 615 24$aWorld Literature. 615 24$aEnvironmental Communication. 615 24$aEnvironmental and Sustainability Education. 615 24$aEnvironmental Sciences. 676 $a809.9336 676 $a809.9336 700 $aBartosch$b Roman$4aut$4http://id.loc.gov/vocabulary/relators/aut$0792359 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484922903321 996 $aLiterature, pedagogy, and climate change$91771753 997 $aUNINA