Essay by Eric Worrall
Yep that’s the problem with the world – not enough Pedagogy.
Why we need decolonial teaching to fight climate change
Shrika Madivanan
02 August 2026Climate colonialism “forces a re-embodiment and relocation of how, why and who is at fault/responsible. The climate is failing to change. It is being colonised and forced to alter, modify, and – as catastrophes indicate – it is rebelling and resisting the assault upon it” (Doreen Martínez, 2014).
Viewed through the lens of Sustainable Development Goal (SDG) 13 on climate action, this quote is a critique of climate colonialism. Martínez is saying that responsibility for the climate crisis is being displaced onto the communities and countries that contributed least to the crisis, while Global North actors retain the authority to define both the problems and solutions.
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To change this, the global higher education sector must invest more in climate literacy through teaching and learning focused on decolonial climate pedagogy. This will allow for a comprehensive dialogue that can influence how current and future generations understand what climate solutions exist and how they can help those most affected.
Researching a decolonial approach
To better understand how decolonial climate pedagogy might be reflected in higher education, a research project was undertaken drawing on the International Association of Universities (IAU) SDG 13 Global Cluster, a network of lead and partner universities within the IAU Global Cluster on Higher Education and Research for Sustainable Development which collaborates on initiatives related to climate action.
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South-South connection
South-South connections are important because countries in the Global South often share related histories of unequal development and thus common goals. That said, these partnerships aren’t inherently decolonial and need to be examined for internal hierarchies.
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Ultimately, this research project emphasises the work needed within decolonial climate action through teaching and learning. This is a mechanism that is often neglected in SDG 13. However, it is the tool that best advances climate education by moving beyond interventions that reproduce the assault on our climate and help us toward solutions that respond to climate resistance.
Shrika Madivanan is studying for a Masters in Research and Innovation in Higher Education (MARIHE) through Erasmus Mundus and recently completed an internship at the International Association of Universities (IAU) with a focus on higher education and research for sustainable development.
Read more: https://www.universityworldnews.com/post.php?story=20260731190606869
I guess if you can teach students what words like “pedagogy” mean, this would improve their vocabulary and mastery of language skills.
But I’m not sure saying to a potential employer “I mastered decolonial pedagogy at school” would necessarily guarantee you a job. Unless maybe you were applying for a job with the United Nations.
And Shrika, you need to be a little less subtle with your more funding requests, it is traditional in these articles to be a bit more direct, by saying something like “more research is required”.
And walking on our heads will help us save money on shoes. Noted.
It’s when universities peddle drivel like this they explain the reasons that liberal arts faculties have become so irrelevant these days. SInce they have decided that they have to take a stand on shaping public opinion on unproved theories , students have been advised in increasing numbers to keep away from dead-end courses and studies and pursuing either science degrees or skilled trades apprenticeships or anything that has the potential to offer future employment, not leftist and unworkable attempts to convince people on how to conduct their lives supposedly to save the planet.
“Liberal Arts” has taken on a whole new meaning.
I propose that the “teaching and learning focused on decolonial climate pedagogy” be performed strictly in pre-colonial academic settings – no electricity, no central plumbing or heating, only fireplaces for winter comfort, transport to and from class by walking or oxcart – you get the picture.
There. See you after class to discuss what you’ve learned.
What is needed is a deconstructive pedagogy of the climate bafflegabular hierarchy.
If you have nothing to say, use less than 100 words.
Higher education is in serious trouble.
Marxists are nothing if not confusing (and confused).
” decolonial climate pedagogy” means that it’s OK to lie to your students in order to achieve your agenda.
What is a climate solution? It’s not exactly an oxymoron like jumbo-shrimp, its quite profound, but then again it’s all the things not profound.
I have the solution, determine the climate you most enjoy and then search for the location that provides it, then spend the rest of your life in your climate solution.
Maybe it is just me. But I am so sick of these pseudo-intellectuals trying to blame colonialism for today’s problems. India became independent in 1947, 79 years ago. Indonesia became independent in 1945, 81 years ago. The Congo became independent in 1960, 66 years ago. Nigeria became independent in 1961, 65 years ago. Haiti became independent in 1804, 222 years ago. Setting aside the debatable proposition that in many cases colonialism was probably an economic, political and social benefit to the colonized countries, at what point do these pseudo-intellectuals have to finally stop blaming colonialism for everything that they decide is wrong?
Starting with the “climate crisis” fallacy guarantees that ignorance masquerading as knowledge, a.k.a. intellectual slop, will follow. Such “higher education” is an oxymoron.
I’ just trying to work out how one manages to colonize the climate.
Madivanan might deserve a Masters in bafflegab.
The stupid… it hurts!
Marxism has never solved anything, and will not “solve” the imagined climate crisis. It’s not meant to though, it’s really the other way around, the “climate crisis” is merely the latest excuse to implement global authoritarian rule.
That various flavors of Marxism continue to gain favor is disturbing, though I doubt we will ever be rid of them unless a universal cure for envy is discovered.
It’s just a scam to extract more money out of ‘Erasmus Mundus’.
The real Erasmus, author of ‘In Praise of Folly’ is having a laugh.
The primary aim of education is to destroy critical thinking so that the resulting empty vessels can be filled with woke dogma. Training new soldiers 101.
To spot a lefty, look for a planet sized ego and a pea sized brain. The bigger the brain started out the smaller it ends up after woke therapy. Academia anyone?
“Yep that’s the problem with the world – not enough Pedagogy.”
I am not sure I can agree with that lead in.
“Pedagogy: : the art, science, or profession of teaching
“especially : the field of study that deals mainly with methods of teaching and learning in schools”
It is the “decolonial” bias in the teaching methods that raise serious concerns.
This is a sister to the inclusion of indigenous knowledge in the sciences, especially “climate science.”
This is not intended to belittle indigenous knowledge, which is based on culture, lore, tradition, mythology, natural trial and error experiments, and the like, but also has given us the occasional “diamond in the rough.”
“Ultimately, this research project emphasises the work needed within decolonial climate action through teaching and learning. This is a mechanism that is often neglected in SDG 13. However, it is the tool that best advances climate education by moving beyond interventions that reproduce the assault on our climate and help us toward solutions that respond to climate resistance.”
OK, this seems to be the heart of her verbal diarrhea, so let’s unpack the stupid.
“Moving beyond interventions that reproduce the assault on our climate.”
LMFAO – So she is a champion of the very thing she supposedly is campaigning AGAINST – the “climate colonialism” where “developed nations” intervene to PREVENT DEVELOPMENT of said “developing” nations, cause that will involve the use of those nasty resources like coal, oil and gas.
And “ASSAULT on the climate?!” She needs to examine what a horror The Little Ice Age WAS…a WARMER climate IS AN IMPROVEMENT, not an “assault.” IF we had anything to do with improving it, we should be celebrating, not abusing ourselves about it!
“help us toward solutions that respond to climate resistance.”
Apparently, she thinks the rightful rejection of STUPID IDEAS that would NOT do a thing about her imagined “crisis” even IF it were valid is as irrational as she ACTUALLY is. Got that backwards bigtime sweetie!