ABSTRACT
This chapter explores the power of eco-literacy and public sociology to foster a deeper, local, and more relevant engagement of climate change. It presents how Global Climate Change (GCC) was addressed in the classroom and how students became educators beyond the classroom through personal reflection and creative expression. GCC was compelling enough to elicit the activist educator embodied within many citizens and sociology students. While nuclear power plants are an important energy source for the country and perhaps a transitional energy from fossil fuels, author concerned that what happened in Japan could happen here, and he fret that not enough people are doing enough to understand and minimize all the risks. With author's identities and histories influencing their climate literacy, consumption became a point of self-awareness and reflection: of household and community activism and education, of personal and group discussions, and as a point to link corporate and political endorsements with individual behaviors.
