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Higher education must lead the way in preparing learners for citizenship in a world where the complex issues of sustainability—environmental quality, community health and wellbeing, and social equity and justice—are paramount. Curriculum for the Bioregion engages faculty communities in exploring these issues and in building sustainability concepts and place-based learning in a wide array of courses and disciplines.

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Despite increasing scientific evidence supporting the need for immediate and transformative action, effective responses to address climate change remain stymied. Scholars have identified climate change denial as a factor in thwarting policy responses to climate change. We examine new forms of climate change denial that are critical to recognize as the general public and policy-makers consider actions to limit warming. Here we apply a Marxist conception of ideology to broaden our understanding of climate denialism (Marx & Engels, 1977). We introduce the concept of “ideological denialism,” which conceals underlying contradictions and perpetuates the current social order. The ideological denial of climate change involves recognizing climate change as a problem, yet fails to diagnose the root causes and prescribes solutions that maintain the current system. We argue that ideological denialism typically stems from a failure to recognize a growth-dependent economic system as a root driver of climate change. We examine degrowth as a possible means to reorganize social relations with potential to more effectively reduce greenhouse gas emissions and limit global warming

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This newspaper article details a study from researchers at North Carolina State University that found a link between climate change education for middle school children and an increased concern for climate problems for their parents.

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