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. Attached Files Name Description MIMEType Size Downloads Title School strikers enacting politics for climate justice: Daring to think differently about education Author(s) White, Peta orcid.org/0000-0002-0225-5934 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 Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 25 Nov 2021, 02:00:33 EST Thu, 25 Nov 2021, 02:02:38 EST Thu, 25 Nov 2021, 14:54:55 EST Thu, 25 Nov 2021, 14:59:44 EST Thu, 25 Nov 2021, 15:05:54 EST Fri, 26 Nov 2021, 08:24:31 EST Sat, 11 Dec 2021, 01:45:20 EST Sat, 18 Dec 2021, 01:30:46 EST Fri, 14 Jan 2022, 05:04:20 EST Wed, 09 Feb 2022, 10:31:11 EST Wed, 09 Feb 2022, 14:58:55 EST Wed, 09 Feb 2022, 15:20:21 EST Sun, 13 Feb 2022, 21:35:39 EST Fri, 04 Mar 2022, 04:45:56 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 45 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Thu, 25 Nov 2021, 02:02:38 EST