Teaching the Environmental Humanities in Europe
open access | peer reviewed-
edited by
- Lucio De Capitani - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Cristina Brito - Universidade Nova de Lisboa, Portugal - email
- Moritz Ingwersen - TU Dresden - email orcid profile
This special issue of Lagoonscapes gathers pedagogical reflections, teaching concepts, and experiments developed by university teachers across Europe who work in conversation with the field of the Environmental Humanities. Amidst the escalating climate crisis, accelerated by a resurgence of right-wing nationalisms and ongoing systems of environmental injustice, learning how to teach (and learn) with, through, and about socio-ecological precarity, interdependencies, and enmeshment is a crucial and increasingly urgent task that requires an expansion of traditional methodologies and subject matters. With an emphasis on place-based, creative, and collaborative approaches to pedagogy, this collection features contributions from the UK, Ireland, Portugal, Germany, Austria, Italy, Poland, Sweden, and Belgium that foreground interdisciplinary dialogues – from literary and cultural studies, to visual and conceptual art, maritime history, ethnography, and (coastal) archaeology. Committed to an understanding of Environmental Humanities teaching as education for change, many contributions take the learning process beyond customary classroom settings and foster conversations between critical EH theory and embodied, situated experience.
Keywords Digital storytelling • Drought • Ebb and Flow • Water Humanities • More-than-human ecologies • Citizen science • History • Literature • Faroe Islands • Posthumanities • Place-based education • Classics • Liberal environmentalisms • Humans • Environmental Humanities • Ethnography • Site-specific dance • Sound Studies • Water • Difference • Ancient history • International teaching • Planetary sensing • Environmental history and archaeology • Aesthetics • Artistic research • Multispecies ethnography • Temporality • Place-based learning • Place-specific teaching • Ambivalence • Literary Studies • Transformative learning • Environmental humanities • Geological turn • Climate adaptation • Dendrochronology • Newspapers • Relations • Climate Imaginaries • Sea Spray • Ecopedagogy • Aquapelagos • Shell Middens • Anthropocene • Action • Elemental ecocriticism • Climate history • Ecopoetics • Wonder • Ethics • Speculative museum • Creativity • Arts-based teaching • Coastal archaeology • Environmental pedagogy • Futurities • Taiwan’s wetlands • Insularity • Aesthetic practice • Natural and human archives • Chin-yuan Ke • Concept of time • Fieldwork • Futuring • Environmental affect • Higher-education • Transdisciplinarity
Permalink http://doi.org/10.30687/LGSP/2785-2709/2025/02 | Published Dec. 15, 2025 | Language en
Copyright © Lucio De Capitani, Cristina Brito, Moritz Ingwersen. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.