The Pedagogy of Manifesto Making: Mobilizing Collective Efforts for Decarbonizing Scholarship and Research

Authors

DOI:

https://doi.org/10.17742/IMAGE29730

Author Biographies

Carrie Karsgaard, Cape Breton University

Carrie Karsgaard is an Assistant Professor in the Education Department at Cape Breton University and co-editor of the Journal of Contemporary Issues in education. She is Principal Investigator of Learning Collective Worldmaking, a suite of research projects exploring ways to live in creative and relational ways within the planet’s boundaries while simultaneously challenging and repairing harmful systems. Funded by a SSHRC Insight Grant and by Environment and Climate Change Canada, these projects take up relational research methodologies as they co-create interventions into climate change education and policy with youth, teachers, communities, and their surrounding lands.

Michelle Jordan, Arizona State University

Michelle Jordan is an associate professor of the learning sciences in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Her interdisciplinary research agenda explores collaborative interaction around youth-led community-based engineering designs for sustainable futures. She is particularly interested in the co-design of learning environments for K-12 teachers and students that foster youth agency, productive uncertainty, and ingenuity. Dr. Jordan was the recipient of the Mary Lou Fulton Teachers College Excellence in the Scholarship of Engagement Award, an ASU Knowledge Exchange for Community Resilience Fellowship (2020), and the Mary Lou Fulton Teachers College Outstanding Promising Research Scholar Award (2016).

Dr. Andrea Weinberg, Arizona State University

Andrea Weinberg is an associate professor in the Mary Lou Fulton Teachers College in the division of teacher preparation. She is an esteemed expert in the field of teacher education, with a particular emphasis on preparing educators to navigate the challenges of a climate-affected world. Through innovative training programs and curricula, she equips teachers with the tools to deliver culturally sensitive, socially just, and environmentally conscious education.

Dr. Weinberg a leading researcher in the intersection of education and climate change, specializing in developing participatory and dialogical processes for systemic transformation. With a strong focus on social justice, she collaborates with a diverse range of stakeholders—educators, learners, and policymakers—to address educational challenges in climate-impacted contexts, particularly for marginalized communities. Her groundbreaking work has made significant contributions to the field, shaping policies and curricula to build more equitable and just planetary futures.

Professor Weinberg currently teaches courses in sustainability science for elementary teachers.

Victoria Desimoni, Arizona State University

Victoria Desimoni is a Ph.D. student in Education Policy and Evaluation at Arizona State University and the lead editor of Current Issues in Education, ASU’s student-led journal. With a background in teaching and in the nonprofit and philanthropic sectors, her research explores how formal and non-formal education can challenge colonial logics and imagine futures rooted in justice and pluriversality. She sees education as a space for both inner and collective transformation in times of planetary crisis. Victoria is also co-PI of Empowering Youth Climate Action (EYCA), a ULRI-funded research project that examines how youth engage with digital climate education tools, aiming to improve access and support meaningful learning and action.

Sandra Nabulega, Arizona State University

Sandra Nabulega is a Ph.D. student in the Learning, Literacies, and Technologies program at Arizona State University. She chairs the Information Literacy Education Special Interest Group within the Society for Information Technology and Teacher Education (SITE). With a background in statistics, Sandra has worked on projects focused on digital innovation, education, and sustainability, all aimed at democratizing access to information, amplifying marginalized voices, and transforming education and technology systems to serve low-income communities better. She is part of the Mastercard Foundation Baobab platform and has supported developing over 20 self-paced courses focused on personal and professional development for youth in and out of school. Sandra is also involved with the e-SHE project, which supports Ethiopia's national e-learning agenda by expanding online learning opportunities across 50 public universities.

Iveta Silova, Arizona State University

Iveta Silova is professor and associate dean of global engagement at Arizona State University’s Mary Lou Fulton College of Teaching and Learning Innovation. Her research explores the role of education in advancing planetary sustainability through transcultural and transdisciplinary approaches. She co-led the NSF-funded project G-FORCES: Global Futures Oriented Research Collective on Education for Sustainability, convening global research networks to to align education research with coordinated climate action. She also co-directs Turn it Around!, a socially engaged art initiative that brings youth climate visions into dialogue with education policymakers. A past president of the Comparative and International Education Society and elected member of the World Academy of Art and Science, Silova’s work bridges post-socialist, decolonial, and ecofeminist perspectives to transform education policy, research, and practice in times of planetary crisis.

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Published

2025-12-24

How to Cite

Karsgaard, C., Jordan, M., Weinberg, A., Desimoni, V., Nabulega, S., & Silova, I. (2025). The Pedagogy of Manifesto Making: Mobilizing Collective Efforts for Decarbonizing Scholarship and Research. Imaginations: Journal of Cross-Cultural Image Studies, 16(1), 105–138. https://doi.org/10.17742/IMAGE29730

Issue

Vol. 16 No. 1 (2025): Sustainable Publishing

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Articles

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Copyright (c) 2025 Carrie Karsgaard

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