CLEAN Teleconference Call March 19, 2024
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Abstract: This presentation will prompt attendees to consider how literacy and English Language Arts teachers might teach in relationship to the climate and broader issues of ecojustice in complex and even hostile educational policy environments. Dr. Panos will share stories of how teachers' ecosophies, placemaking, and personal inquiries can be leveraged to support them in making the climate crisis a central concern of their work with students. She will invite dialogue around how all teachers are climate educators and how to create networks that support those who often see their work as outside the scope of climate justice literacy.
Bio: Alexandra Panos (Ph.D.) is an Assistant Professor of Literacy Studies and Affiliate Faculty in Measurement and Research in the College of Education at the University of South Florida. She completed her Ph.D. at Indiana University Bloomington with a focus on Literacy, Language, and Culture Education and Qualitative Inquiry Methodology. She earned her M.A. at DePaul University Chicago with a focus on Urban and Multicultural Education before teaching Middle Grades English Language Arts and Media in Chicago, IL. Currently she serves as Director of Research for the Center for Climate Literacy and as one of the founding editors for the newly launched open access practitioner pocket journal, Climate Literacy in Education. Through a growing partnership with USF Libraries, Dr. Panos and her colleagues have recently launched a freely accessible resource, Ecoliteracies for Climate Action in Florida, as part of the Florida Environmental Natural History Portal. Dr. Panos centers her scholarship on the reality that, to quote Octavia Butler, "there is no end to what a living world demands of you." For her, this means prioritizing place-based, community-engaged, and postcritical activities that center the ecological and geographic dimensions of education for equity and justice.
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