Note: Cover -- Half Title -- Series Title -- Title -- Copyright -- Contents -- Acknowledgements -- Series Preface -- Introduction -- PART I CLIMATE CHANGE AND ITS IMPACTS -- 1 John Houghton (2001), 'The Science of Global Warming', Interdisciplinary Science Reviews, 26, pp. 247-57. -- 2 Brent Sohngen and Robert Mendelsohn (1998), 'Valuing the Impact of Large-Scale Ecological Change in a Market: The Effect of Climate Change on U.S. Timber', American Economic Review, 88, pp. 686-710. -- 3 Kenneth D. Frederick and David C. Major (1997), 'Climate Change and Water Resources', Climatic Change, 37, pp. 7-23. -- 4 Gary Yohe and Michael Schlesinger (2002), 'The Economic Geography of the Impacts of Climate Change', Journal of Economic Geography, 2, pp. 311-41. -- 5 Allan D. Brunner (2002), 'El Nino and World Primary Commodity Prices: Warm Water or Hot Air?', Review of Economics and Statistics, 84, pp. 176-83. -- 6 Robert Mendelsohn, William D. Nordhaus and Daigee Shaw (1994), 'The Impact of Global Warming on Agriculture: A Ricardian Analysis', American Economic Review, 84, pp. 753-71. -- 7 John Quiggin and John K. Horowitz (1999), 'The Impact of Global Warming on Agriculture: A Ricardian Analysis: Comment', American Economic Review, 89, pp. 1044-45. -- 8 Robert Mendelsohn and William Nordhaus (1999), 'The Impact of Global Warming on Agriculture: A Ricardian Analysis: Reply', American Economic Review, 89, pp. 1046-48. -- 9 Roy Darwin (1999), 'The Impact of Global Warming on Agriculture: A Ricardian Analysis: Comment', American Economic Review, 89, pp. 1049-52. -- 10 Robert Mendelsohn and William Nordhaus (1999), 'The Impact of Global Warming on Agriculture: A Ricardian Analysis: Reply', American Economic Review, 89, pp. 1053-55. -- PART II EVALUATING THE COSTS AND BENEFITS OF CLIMATE CHANGE MITIGATION. , 11 William D. Nordhaus (1993), 'Rolling the "DICE": An Optimal Transition Path for Controlling Greenhouse Gases', Resource and Energy Economics, 15, pp. 27-50. -- 12 Richard S.J. Tol (1999), 'The Marginal Costs of Greenhouse Gas Emissions', Energy Journal, 20, pp. 61-81. -- 13 Tim Roughgarden and Stephen H. Schneider (1999), 'Climate Change Policy: Quantifying Uncertainties for Damages and Optimal Carbon Taxes', Energy Policy, 27, pp. 415-29. -- 14 Lawrence H. Goulder and Koshy Mathai (2000), 'Optimal C02 Abatement in the Presence of Induced Technological Change', Journal of Environmental Economics and Management, 39, pp. 1-38. -- 15 Charles D. Kolstad (1996), 'Learning and Stock Effects in Environmental Regulation: The Case of Greenhouse Gas Emissions', Journal of Environmental Economics and Management, 31, pp. 1-18. -- 16 Christian Azar and Thomas Sterner (1996), 'Discounting and Distributional Considerations in the Context of Global Warming', Ecological Economics, 19, pp. 169-84. -- 17 Richard B. Howarth (2000), 'Climate Change and the Representative Agent', Environmental and Resource Economics, 15, pp. 135-48. -- 18 Thomas C. Schelling (1995), 'Intergenerational Discounting', Energy Policy, 23, pp. 395-401. -- 19 T.M.L. Wigley, R. Richels and J.A. Edmonds (1996), 'Economic and Environmental Choices in the Stabilization of Atmospheric C02 Concentrations', Nature, 379, pp. 240-43. -- 20 Zhongxiang Zhang (2000), 'Decoupling China's Carbon Emissions Increase from Economic Growth: An Economic Analysis and Policy Implications', World Development, 28, pp. 739-52. -- 21 Robert C. Hyman, John M. Reilly, Mustafa H. Babiker, Ardoin De Masin and Henry D. Jacoby (2003), 'Modeling N on-C02 Greenhouse Gas Abatement', Environmental Modeling and Assessment, 8, pp. 175-86. , 22 Richard G. Newell and Robert N. Stavins (2000), 'Climate Change and Forest Sinks: Factors Affecting the Costs of Carbon Sequestration', Journal of Environmental Economics and Management, 40, pp. 211-35. -- 23 Andrew J. Plantinga, Thomas Mauldin and Douglas J. Miller (1999), 'An Econometric Analysis of the Costs of Sequestering Carbon in Forests', American Journal of Agricultural Economics', 81, pp. 812-24. -- PART III POLICY DESIGN FOR GHG MITIGATION -- 24 Ian W.H. Parry and Roberton C. Williams III (1999), 'A Second-Best Evaluation of Eight Policy Instruments to Reduce Carbon Emissions', Resource and Energy Economics, 21, pp. 347-73. -- 25 William A. Pizer (2002), 'Combining Price and Quantity Controls to Mitigate Global Climate Change', Journal of Public Economics, 85, pp. 409-34. -- 26 Michael Grubb (1997), 'Technologies, Energy Systems and the Timing of C02 Emissions Abatement: An Overview of Economic Issues', Energy Policy, 25, pp. 159-72. -- 27 Adam B. Jaffe and Robert N. Stavins (1994), 'Energy-Efficiency Investments and Public Policy', Energy Journal, 15, pp. 43-65. -- 28 P.R. Shukla (1996), 'The Modelling of Policy Options for Greenhouse Gas Mitigation in India', Ambio, 25, pp. 240-48. -- 29 Scott Barrett (1998), 'Political Economy of the Kyoto Protocol', Oxford Review of Economic Policy, 14, pp. 20-39. -- 30 Adam Rose, Brandt Stevens, Jae Edmonds and Marshall Wise (1998),' International Equity and Differentiation in Global Warming Policy: An Application to Tradeable Emission Permits', Environmental and Resource Economics, 12, pp. 25-51. -- 31 Zili Yang (1999), 'Should the North Make Unilateral Technology Transfers to the South? North-South Cooperation and Conflicts in Responses to Global Climate Change', Resource and Energy Economics, 21, pp. 67-87. , 32 Mustafa Babiker, John M. Reilly and Henry D. Jacoby (2000), 'The Kyoto Protocol and Developing Countries', Energy Policy, 28, pp. 525-36. -- Name Index.

Note: Intro -- Acknowledgements -- Contents -- Contributors -- Chapter 1: Activism! Toward a More Radical Science and Technology Education -- Navigating the Contemporary -- Building a Collection -- A Brief Overview of the Collection -- Framing a More Radical Approach to Science and Technology Education -- Science and Technology Education Should Be Critically Reworked in Relation to Contemporary Economic, Social, Ecological and Ma... -- Science and Technology Education Should Be Critically Reworked as Political Practice -- Science and Technology Education Should Be Critically Reworked to Support Learners as Subjects in Change and Not Objects of Ch... -- Science and Technology Education Should Be Critically Reworked as Moral and Ethical Praxis -- Partialities and Possibilities -- References -- Part I: Constituting Theories -- Preamble -- Chapter 2: The Elephant in the Room: Science Education, Neoliberalism and Resistance -- Opening -- Foucault´s Neoliberalism -- Occupy Wall Street: The Incessancy of Resistance -- Science Education, Neoliberalism and Activism/Resistance -- Not an Ending but a Beginning -- References -- Chapter 3: Science Education as a Site for Biopolitical Engagement and the Reworking of Subjectivities: Theoretical Considerat... -- A Context for Science Education -- Biopolitics and Biopower -- The ``Making of Subjects´´ -- Biopolitics and Subjectivities in Science Education -- Racisms, Colonialisms and the Power to Make Die -- Neoliberal Subjectivity -- Sex/Gender and Sexuality -- The ``Ethical Subject´´ in Science Education -- The Biosubject of Biotechnology -- Biopolitics as a Path Forward -- References -- Chapter 4: A Critical Pedagogy for STEM Education -- Introduction -- Global Capitalism -- STEM and Activism in Education -- STEM Education, Research and Practice -- A Critical Pedagogy for STEM Education -- Community and Revolution. , Theoretical Freestyle -- Analytical Freestyle in Science Education -- Closing Remarks -- References -- Chapter 5: Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism -- Making the Case for an Action-Oriented Science Curriculum -- Building a Curriculum: Learning About the Issues -- Building a Curriculum: Learning to Care -- Engaging Emotions, Managing Emotions -- Building a Curriculum: Learning to Act -- Learning about, through and from Action -- Apprenticeship in Activism -- Further Considerations -- References -- Chapter 6: From Promoting the Techno-sciences to Activism - A Variety of Objectives Involved in the Teaching of SSIs -- Variation in Educational Objectives -- The Implications of the Educational Choices on SSIs -- Institutional Activism in Agricultural Education in France -- Scientific, Humanistic and Political Education -- References -- Chapter 7: Hopeful Practices: Activating and Enacting the Pedagogical and Political Potential in Crisis -- Science, Technology, and Society Education (STSE) -- Understanding and Learning from Crisis -- Learning from and Through Crisis: Opportunities -- Conclusion -- References -- Chapter 8: Using Collaborative Inquiry to Better Understand Teaching and Learning -- Science Curricula as a Central Factor in the Reform of Science Education -- Chapter Overview -- Changing Faces of Research and Science Education -- Dealing with Difference in Research on Teaching and Learning -- Participants Doing Research to Understand and Improve Practice -- Listening to and Learning from Others´ Voices -- Learning to Teach from and with Others -- Searching for and Learning from Spikes in the Curve -- Authentic Inquiry as an Overarching Methodology -- Reflections on the Changing Faces of My Research Methodologies -- References. , Chapter 9: From Knowledge to Action? Re-embedding Science Learning Within the Planet´s Web -- Introduction -- Complex Problems and the Role of Science and Technology -- A Critical Role for Science Education -- The Outline of a Science for Sustainability -- Acquiring Consciousness of Limits -- Opening Up Towards Dialogue -- The Thinking of the `Others´ -- Enhancing Life Through Cultural Diversity -- Redefining Science Education? -- From Objective and Objectifying Knowledge to a Science of Relationships -- Dealing with Conflict -- Conclusions -- References -- Chapter 10: Education for Sustainable Contraction as Appropriate Response to Global Heating -- The Heating Is Happening -- Denial and Cognitive Dissonance in Response to Global Heating -- Denial and Cognitive Dissonance in the Field of Education for Sustainable Development -- Education for Sustainable Contraction (ESC): Nailing Nine Propositions to the Laboratory Door -- References -- Chapter 11: Learning to Let Go of Sustainability -- Introduction -- Sustainability as Restoring -- The Paradox of Sustainable Development -- To Hold onto, or to Let Go? -- Sustainability as Returning -- Romanticizing the Return? -- Resisting the Return -- Complicating the Return -- Learning to Let Go of Sustainability -- Letting Go of Sustainability -- Remembering Forward as a Different Way of Being in the World -- Coda: The Glass Jar -- References -- Part II: The Public Sphere -- Preamble -- Chapter 12: Street Medicine as a Science Education for Activists -- Know Your Street Medics -- States of Emergency: Where Only Street Medics Dare to Tread -- Street Medicine and the State of Exception -- Street Medicine Is Education -- The Street and the School -- References -- Chapter 13: Why Science Education Mediates the Way We Eat -- Introduction -- Neoliberalism in Science Education, In Brief. , A Pocket of Resistance-Local and Organic Food -- Organic Farmers´ Market Culture -- A Responsibly Nurtured Organic Place -- Local Knowledge -- Interdisciplinary Knowledge -- Change and Adaptability -- Embodied Change and Positionality -- Environmental Condition -- A Market Creates a Relationship with Food -- A Critique of Neoliberalism -- Implications for School Science -- References -- Chapter 14: From-Within-the-Event: A Post-constructivist Perspective on Activism, Ethics, and Science Education -- Environmental Activism at Work -- Transforming the Practices in One Municipality -- Science Education as/for Participation in the Community -- The Morality of Community-Based Activism: Is It Something to Feel Good About? -- From Activism to the Eventness of Events -- Activism -- From-Within-the-Event or the Eventness of Events -- Activism and Ethics -- Classically Understood -- From-Within-the-Event -- Conclusion -- References -- Chapter 15: #OccupyTech -- The Rise of Internetworked Social Movements -- Prefigurative Politics and Technology -- Hacking the Technical Code -- The Repertoire of Electronic Contention -- OccupyTech -- Disruptive Technologies: Building Tools for Revolution -- Communications -- From Technology to Technique: Prefiguring Change -- Conclusion -- References -- Chapter 16: Trajectories of Socioscientific Issues in News Media: Looking into the Future -- Introduction -- The ``Black Box´´ of News Media -- The Media and Presentations of Science -- Influence of Media -- Manipulations of the Media -- Commercial Interests of the Media -- The Competency and Practices of Journalists -- Prelude to a News Story -- The J-School Experience: Insights into Media Practices Reporting Science -- Modifiers and ``Verbs of Saying´´ -- Being the ``Instant Expert´´ -- The Reducibility of Complex Relationships -- Production of a News Story. , Demonstrating the Need for Science Journalist Experts in News Media -- Connections Between the SMCC Anecdote and the Radio Workshop -- Copy Story Modification -- Analysis of Copy Story Modifications -- The Media Making Sense of Science: A Case Study of Two Publications -- Conclusions and Implications About Science in the News Media -- Implications for Understanding Science from the News Media -- Looking at the Preparation of Journalists -- Implications of Using News Media in the Classroom for Studying Socioscientific Issues -- References -- Chapter 17: The Perils, Politics, and Promises of Activist Science -- Introduction -- The Perils of Activist Science -- Historical Lessons from Ecology -- A View from the Front Lines -- All Science Is Political, but Politics Are Complicated -- Activism and Power -- References -- Chapter 18: Passive No More -- Introduction -- Awakening Dissonance -- Activism for Inaction, a Complacency That Will Kill and Destroy -- Growing Up on an Overheated Planet -- The Neoliberal Activist Attack on Climate Science and the Environment -- Disclosing Power, the Courtiers to Climate Disaster -- Reinventing Participatory Democracy -- Developing a Skeptical Way of Reading the Media -- Whose Long-Term Interests Are Being Served? -- Conclusion -- References -- Chapter 19: Joining Up and Scaling Up: Analyzing Resistance to Canada´s ``Dirty Oil´´ -- Activism Against the Oilsands -- Aboriginal Activism -- Environmental Activism -- Religiously-Based Activism -- Labour Activism -- Growing the Movement (Horizontally and Vertically) -- Joining Up: Creating Coalitions Among Unlikely Allies -- Scaling Up: Crossing Borders -- Building Cross-Organizational, Cross-Border Consensus -- Assessing the Movement´s Strengths and Challenges -- Conclusion -- References -- Part III: Elementary and Secondary Education -- Preamble. , Chapter 20: We Got Involved and We Got to Fix It!: Action-Oriented School Science.