In this case report, we present how we have approached the topic of the milpa in rural and indigenous contexts in Mexico as a basis for understanding the impacts of climate change, and as a traditional practice that can inform adaptation from a situated learning perspective in line with the curriculum. This research demonstrated effective ways to address climate change as a global problem that directly relates to local concerns and practices. This case used collaborative qualitative research to develop a training process in which teachers analyze learning progressions in their schools. The process included the design and implementation of relevant project materials.
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