Teaching in a Time of Climate Collapse: From “An Education in Hope” to a Praxis of Critical Hope

Rebecca J. Williams () and Kari Grain
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Rebecca J. Williams: School of Interdisciplinary Studies, Grand Valley State University, Allendale, MI 49401, USA
Kari Grain: Department of Educational Studies, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z2, Canada

Sustainability, 2025, vol. 17, issue 12, 1-18

Abstract: Given recent geopolitical shifts to abandon an organized response to the climate crisis and the projections of the 2023 IPCC report, scientists have confirmed that climate collapse is likely, if not inevitable. In this perspective paper, we pose two questions: What is the job of a sustainability educator at this point in the climate crisis? What good is hope if the object of hopefulness is not achievable? We examine these questions through a literature review of climate emotions and hope discourse in sustainability education, narrowing our focus to critical hope. Building on existing research, we contend that a sustainability educator’s job in this phase of climate collapse is to convey a praxis of critical hope, which attends to the following realms: (a) the core sustainability curriculum, (b) engagement with emotions and coping skills, (c) the interrogation of complex systems and embedded injustices, and (d) pathways and strategies for organized action. The discussion presented herein analyzes student reflections from a higher-education sustainability course that integrated the principles of critical hope into applied projects. Ultimately, a praxis of critical hope might allow sustainability educators to encounter the dire realities of the climate crisis while sustaining themselves and their students through a long-term labor of love.

Keywords: climate emotions; climate anxiety; eco-anxiety; critical hope; climate action; sustainability; education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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