Affective entanglements: Learning to live-with climate change

This PhD develops a way to think about climate change education which considers humans to be part of climate, rather than separate from it. It explores this through a case study of an undergraduate climate change course. The thesis investigates students’ experiences of anxiety, frustration, overwhelm, guilt, grief and hope, as well as their sensations of living a double reality and the collective identity that emerged in the course. These examples demonstrate some of the ways that humans are and can become entangled with climate change, and the emotional and intellectual challenges of living in a climate changing world