The role of schools and teachers in nurturing and responding to climate crisis activism

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JournalChildren's Geographies
DateAccepted/In press - 20 Sep 2020
DateE-pub ahead of print (current) - 6 Oct 2020
Number of pages10
Early online date6/10/20
Original languageEnglish


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.

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