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By Dan Finch-Race and Katie Ritson
Transnational discussions of the climate crisis generally use English as a primary language so as to facilitate direct communication among a high number of stakeholders. Translations into other languages tend to be limited, if available at all. We believe that multilingualism should be an important feature of research into interactions between the human and the more-than-human.
By Heidi E. Danzl (trans. Kristy Henderson)
The Alps can be considered a hot spot for climate change due to changing growing seasons and tree lines, species migration, more intense weather events, increased glacial melt, droughts, mudslides, avalanches, flooding, and the omnipresence of micro-technofossils. They are therefore well suited to teaching the Anthropocene and exploring its impacts. In the following, I sketch several ideas for teaching the Anthropocene based on existing cultural events, institutions, and practices within contemporary Alpine communities.
By Hanna Straß-Senol
In late 2013, an Australian newspaper reported that a man from Kiribati “stood to make history as the world’s first climate refugee.” The New Zealand High Court, before which the man appeared, rejected the claim because the category of climate refugee was not included under the United Nation’s provisions for refugees.