In this engaging session, participants are invited to discuss the new knowledge, capacities, and resources that students and educators need to grapple with the climate crisis. Presenting case study research conducted at the University of Technology Sydney, Australia, the research team will reflect on the experience of students and educators during a period of intersecting crises in Australia: climate change fuelled drought, catastrophic bushfires, and the emergence of COVID-19. Many students in the study were deeply affected by their learning experience, and recognise its importance, but also struggle to integrate it with anticipated future roles and forms of effective action. The webinar will be informed by Britzman’s concept of ‘difficult knowledge’ (1998; 2004) and the notion of the ‘implicated subject’ (Rothberg 2019), both useful concepts for understanding inherent challenges in teaching and learning, particularly at a time when intersecting crisis events are likely to become commonplace. We examine questions of how educators in formal tertiary learning and teaching contexts can integrate feelings of distress, anxiety, grief and dissociation in the student body, and work on supporting students to remain engaged and present in the face of the climate crisis.

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