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

Research output: Contribution to journalArticle

Published copy (DOI)

Author(s)

Department/unit(s)

Publication details

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

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.

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.

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations