Integrating Climate Change Response into the High School Curriculum: A Case Study in an Giang Province, Vietnam – From Policy to Pedagogical Praxis

Abstract

This paper examines how climate change resiliency can or should be incorporated into the high school curriculum in An Giang Province, Vietnam. Based on the interpretations of concepts within the light of both Dialectical Materialism and Place-Based Education, the paper follows a case study to examine the documents and observations conducted within the local schools to determine the findings that show a vast discrepancy between the implemented policies and the local teachings within the classrooms, in which the students have knowledge but not the skills to adapt to the local dangers posed through local environmental hazards such as landslides and floodwaters within the Mekong Delta region.