Abstract
This viewpoint concerns the places and spaces for youth participation in climate activism in formal education and considers what is - and what ought to be - the role of schools and teachers in nurturing and responding to climate crisis activism. Reflecting on our work on young people’s perspectives of hydraulic fracturing (‘fracking’) and associated anti-fracking protests, we consider some of the barriers to climate activism in formal educational spaces associated with petro-pedagogy. Finally, we outline the contribution of research in children’s geographies and education to counter regimes of obstruction to climate activism in schools, considering its relevance to young people’s participation in decision-making, educational policy, and practice.
| Original language | English |
|---|---|
| Pages (from-to) | 291-299 |
| Number of pages | 10 |
| Journal | Children's Geographies |
| Volume | 19 |
| Issue number | 3 |
| Early online date | 6 Oct 2020 |
| DOIs | |
| Publication status | Published - 6 Oct 2021 |
Bibliographical note
© 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.Keywords
- Fracking
- climate crisis
- schools
- education
- protest
- petro-pedagogy