Literature, 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.