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Pride in Australia's extreme climate has long been a part of Australia's national identity. Today, climate continues to be enrolled in a range of nationalistic projects, including the (re)development of climate science and other responses to climate change. In this paper, we outline some of the contours of the 'Australian national climate', claims to know it, and four idealised responses to it: bounce back, dismissal, endurance, and migration. We argue that the deeply cultural framing of climate in Australia-in particular, Australians' emphasis on the climate's inherent variability and unknowability, and their own historical adaptability-is being exploited by the federal government and hampering climate change mitigation nationally. [ABSTRACT FROM AUTHOR]

It is now broadly acknowledged that climate change due to an enhanced Greenhouse Effect is underway and such change will have major implications for our societies and environments. This paper outlines a pedagogical approach devised to encourage learning and critical thinking about climate change. A constructivist approach to teaching and learning is applied to stimulate analysis of potential impacts of climate change on systems familiar to secondary school students in South Australia. The problem-based method guides students through a conceptualisation of the implications of environmental change. Students at Woodcroft College, when given the opportunity to examine the potential climate change impacts on a local coastal ecosystem, found the method to be both challenging and engaging. The exercise concluded with students discussing possible personal behavioural and broader societal responses to reduce the impacts of future climate change. The paper contends that such teaching to support students to become resilient young adults will be vital in a future world of environmental risk. [ABSTRACT FROM AUTHOR]