Climate Change: Activating the Humanities through Service Learning(Roundtable)
Cynthia Schoolar Williams (Wentworth Institute of Technology)
This roundtable will explore humanities courses that incorporate service learning as a way to respond to climate change. Given the exigency of global warming and the stress it places on our local communities, it becomes increasingly vital to leverage the humanities through focused civic engagement.
We will build on former MLA President Sidonie Smith’s compelling notion of “The English Major as Social Action” by asking not just what humanistic study is in the era of climate change, but what it can do. How can we turn theory into praxis, bridging the difference between real and imagined lives? How, for example, can a literature student’s heightened awareness of systemic injustice be developed, tested, and applied in a service learning partnership motivated by sustainability? Recognizing that the effects of global warming will have the greatest impact on our most vulnerable communities, how can we help our students “create knowledge with those whom the knowledge serves”?
Our discussion will seek to articulate best practices for combining the humanities and hands-on work in the arena of climate change. Case studies will be especially productive, but courses still in the planning stages will also be considered. Topics for brief papers might include but are not limited to:
The literature of climate crisis and sustainability
Literature and activism
Classroom content as a foundation for community partnership
Modalities for reflection
Listening skills vs. reading skills
The role of research in building community
Crafting and assessing learning outcomes
Difference and diversity
Short-term excitement vs. long-term progress
The social role of the humanities
 Smith, Sidonie. “The English Major as Social Action.” Profession (2010): 196-206.
 Cushman, Ellen. “Opinion: Public Intellectuals, Service Learning and Activist Research.” College English 61.3 (1999): 330.
This roundtable will explore humanities courses that incorporate service learning as a way to respond to climate change. How can we turn theory into praxis, bridging the difference between real and imagined lives? What are the practical considerations of this pedagogy?