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

• Published in: Children's geographies Vol. 19; no. 3; pp. 291 - 299
• Main Authors: Dunlop, Lynda, Atkinson, Lucy, Stubbs, Joshua Edward, Diepen, Maria Turkenburg-van
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 04-05-2021; Taylor & Francis Ltd
• Subjects: climate crisis; education; Fracking; Hydraulic fracturing; petro-pedagogy; protest; schools
• ISSN: 1473-3285; 1473-3277
• DOI: 10.1080/14733285.2020.1828827

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.