Contextual background
Within my role as Climate Advocate Coordinator, a key challenge in teaching at CSM is the lack of dedicated teaching space. Sessions are often held in small, windowless rooms or PODs designed for groups of up to 10. These confined spaces limit interactive and movement-based teaching methods, often forcing a shift toward a lecture-style approach.
Evaluation
To address this, I have been integrating “third spaces”—non-traditional learning environments that expand the possibilities of climate education beyond the classroom. This approach draws on Henri Lefebvre’s Production of Space, which argues that space is not neutral but actively shapes social relations and power dynamics in education. It also aligns with the Montessori and Reggio Emilia approaches, which emphasize the environment as the “third teacher,” highlighting how thoughtfully designed spaces enhance learning and engagement.
Moving Forward
Third Space: Outdoor Learning
- Walking Seminars
One successful strategy has been conducting walking seminars around urban green spaces and canals near CSM. This method removes the physical constraints of the classroom, fostering embodied learning where movement enhances cognitive engagement and discussion. It also shifts power dynamics, creating a more democratic and informal learning environment. Walking connects discussions to the lived environment, reinforcing the relevance of climate issues in everyday urban spaces. However, challenges include weather dependency, background noise, and accessibility concerns for students with mobility limitations. To mitigate these, I ensure alternative plans and remain flexible in session design. - Walking and Podcasting
Another promising approach has been podcast-based learning during walks. (in particular: BBC The Climate questions, TedxLondon Climate Curious series, Planet Hope). Students engage with climate discourse in a self-paced, immersive way, allowing for deeper reflection and integration of knowledge into their daily lives. This method supports students who prefer audio-based learning or struggle with traditional text-heavy materials. However, the lack of immediate discussion requires structured follow-up activities such as group debriefs, journals, or voice notes to consolidate learning. - Field Trips
Field trips, such as a planned visit to the London Beaver Reintroduction Project, provide direct engagement with climate solutions, grounding abstract concepts in real-world ecological restoration efforts. Such experiences reinforce learning through multisensory engagement and foster interdisciplinary connections with conservationists and ecologists. However, logistical barriers such as funding, scheduling, and accessibility require careful planning to ensure equitable participation.
Third Space: Arts and Cultural Spaces
- Watching Stand-Up Comedy on Climate Justice
Theatre and performance spaces offer alternative learning environments that make climate issues more accessible. Attending a climate justice-themed stand-up comedy show, such as one by Dr. Matt Winning, introduces humor as a tool for climate activism. Comedy engages students emotionally, making complex issues more relatable and thought-provoking. A structured debriefing session following the performance is necessary to connect comedic storytelling to broader discussions on advocacy, policy, and climate justice. - Earth Week Event on Soil Health & Composting
I am planning a hands-on composting workshop during Earth Week where students can engage directly with sustainability practices. This experiential learning approach links soil regeneration to carbon cycles and food systems, reinforcing key climate concepts in a practical and tangible way. It also encourages student-led initiatives and strengthens community involvement in sustainability efforts. However, logistical challenges such as securing space, materials, and expert facilitators must be addressed. Some students may also feel uncomfortable handling compost, so participation must remain flexible and inclusive.
Moving forward, I aim to further explore the potential, value, and challenges of third spaces in teaching—particularly their role in deepening engagement and making climate education more experiential, inclusive, and responsive to real-world contexts.
References
Stevenson, L. M., & Deasy, R. J. (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership.
Lefebvre, H. (1991) The Production of Space. Translated by D. Nicholson-Smith. Oxford: Blackwell.
Strong-Wilson, T. and Ellis, J. (2007) Children and Place: Reggio Emilia’s Approach to Environment as the Third Teacher. Theory Into Practice, 46(1), pp. 40-47.