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

Research output: Contribution to journalArticle

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The role of schools and teachers in nurturing and responding to climate crisis activism. / Dunlop, Lynda; Atkinson, Lucy; Stubbs, Joshua; Turkenburg, Maria Gertrudis Wilhelmina.

In: Children's Geographies, 06.10.2020.

Research output: Contribution to journalArticle

Harvard

Dunlop, L, Atkinson, L, Stubbs, J & Turkenburg, MGW 2020, 'The role of schools and teachers in nurturing and responding to climate crisis activism', Children's Geographies. https://doi.org/10.1080/14733285.2020.1828827

APA

Dunlop, L., Atkinson, L., Stubbs, J., & Turkenburg, M. G. W. (2020). The role of schools and teachers in nurturing and responding to climate crisis activism. Children's Geographies. https://doi.org/10.1080/14733285.2020.1828827

Vancouver

Dunlop L, Atkinson L, Stubbs J, Turkenburg MGW. The role of schools and teachers in nurturing and responding to climate crisis activism. Children's Geographies. 2020 Oct 6. https://doi.org/10.1080/14733285.2020.1828827

Author

Dunlop, Lynda ; Atkinson, Lucy ; Stubbs, Joshua ; Turkenburg, Maria Gertrudis Wilhelmina. / The role of schools and teachers in nurturing and responding to climate crisis activism. In: Children's Geographies. 2020.

Bibtex - Download

@article{195896c1406d4730b3b997e4788174dd,
title = "The role of schools and teachers in nurturing and responding to climate crisis activism",
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{\textquoteright}s perspectives of hydraulic fracturing ({\textquoteleft}fracking{\textquoteright}) 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{\textquoteright}s geographies and education to counter regimes of obstruction to climate activism in schools, considering its relevance to young people{\textquoteright}s participation in decision-making, educational policy, and practice.",
author = "Lynda Dunlop and Lucy Atkinson and Joshua Stubbs and Turkenburg, {Maria Gertrudis Wilhelmina}",
note = "{\textcopyright} 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{\textquoteright}s self-archiving policy. Further copying may not be permitted; contact the publisher for details.",
year = "2020",
month = oct,
day = "6",
doi = "10.1080/14733285.2020.1828827",
language = "English",
journal = "Children's Geographies",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - The role of schools and teachers in nurturing and responding to climate crisis activism

AU - Dunlop, Lynda

AU - Atkinson, Lucy

AU - Stubbs, Joshua

AU - Turkenburg, Maria Gertrudis Wilhelmina

N1 - © 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.

PY - 2020/10/6

Y1 - 2020/10/6

N2 - 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.

AB - 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.

U2 - 10.1080/14733285.2020.1828827

DO - 10.1080/14733285.2020.1828827

M3 - Article

JO - Children's Geographies

JF - Children's Geographies

ER -