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School strikers enacting politics for climate justice: Daring to think differently about education

White, Peta, Ferguson, Joe, O'Connor Smith, N and O'Shea Carre, H 2021, School strikers enacting politics for climate justice: Daring to think differently about education, Australian Journal of Environmental Education, pp. 1-14, doi: 10.1017/aee.2021.24.

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Title School strikers enacting politics for climate justice: Daring to think differently about education
Author(s) White, PetaORCID iD for White, Peta orcid.org/0000-0002-0225-5934
Ferguson, JoeORCID iD for Ferguson, Joe orcid.org/0000-0002-0971-3256
O'Connor Smith, N
O'Shea Carre, H
Journal name Australian Journal of Environmental Education
Start page 1
End page 14
Total pages 14
Publisher Cambridge University Press
Place of publication Cambridge, Eng.
Publication date 2021
ISSN 0814-0626
2049-775X
Keyword(s) CHILDREN
climate crisis
climate justice
Education & Educational Research
FRAMEWORK
FUTURE
politics
re-imagining education
School Strike 4 Climate (SS4C)
Social Sciences
Summary Abstract Two school strikers − Niamh and Harriet − come together with two environmental education academics − Peta and Joseph − to explore what it means to be young people enacting politics for the environment in Australia, and what this might mean for re-imagining education. Niamh and Harriet are leaders of, and were integral to initiating, the highly effective School Strike 4 Climate − Australia (SS4C) movement, enacting ‘principled disobedience’. Peta and Joseph work in teacher education, preparing future teachers who will teach students who are increasingly climate savvy and politically active. In coming together and through the lens of pragmatism, we highlight the political nature of what Niamh and Harriet have been undertaking as they negotiate social, cultural, educational and environmental issues implicated in the climate crisis. Collaborative autoethnography framed our exploration of motivations for action, politics and education within our communities. Through Niamh’s and Harriet’s experiences, we explore how young people express agency while developing identity. Our autoethnographic conversations highlighted the experience and political agency that many of our young people demonstrate and led to us reflecting on the resulting opportunity for educators to ‘dare to think’ differently about education.
Language eng
DOI 10.1017/aee.2021.24
Field of Research 05 Environmental Sciences
13 Education
16 Studies in Human Society
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30159335

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Thu, 25 Nov 2021, 02:02:38 EST

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