My class on Literatures of Global Environmental Justice was envisioned in the context of a global pandemic and a lockdown when misinformation about COVID-19 was being spread by the then US president with disastrous consequences for public health and safety. It was a moment that reminded me that teaching students the importance of information literacy was more urgent than ever, if we were to think of an environmentally just society.
Das Sommersemester 2020 war in mehrerlei Hinsicht ein ungewöhnliches. Der zwölfwöchige Bachelor-Kurs, den ich unterrichtete, war mein erster, noch dazu im Online-Format, und ich hatte vor, ihn direkt mit einem kreativen Lehrexperiment zu beginnen. Es ging um die Übersetzung von aktuellem britischen Nature Writing, insbesondere von Auszügen aus Mark Cockers A Claxton Diary: Further Field Notes from a Small Planet (2019).
The summer term of 2020 was an unusual one in several ways. The undergraduate course I taught was my first one, on top of that in online format, and I started with a creative teaching experiment right away. The twelve-week course was on the translation of current British Nature Writing, looking specifically at excerpts from Mark Cocker’s A Claxton Diary: Further Field Notes from a Small Planet (2019).
The COVID-19 pandemic has forced teachers and students to reimagine environmental literature classrooms. Spaces where we once discussed environmental literatures at the same time and place have been replaced with online “classrooms” that are scattered across time zones and a wide range of learning conditions, where family or financial responsibilities often compete with curricular deadlines for attention.