Climate Change and the Assemblages of School Leaderships

Autor/inn/en	Everth, Thomas; Bright, Ria
Titel	Climate Change and the Assemblages of School Leaderships
Quelle	In: Australian Journal of Environmental Education, 39 (2023) 1, S.17-36 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Everth, Thomas) ORCID (Bright, Ria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.8
Schlagwörter	Climate; Environmental Education; Instructional Leadership; Social Change; Foreign Countries; Leadership Role; New Zealand + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Instruction; Leadership; Bildung; Erziehung; Führung; Sozialer Wandel; Ausland; Neuseeland
Abstract	Anthropogenic climate change and the necessary transformation of society to mitigate its consequences constitutes an unprecedented educational challenge. Responding to the climate emergency and to society's awakening climate activism generates a complex situation for school leadership in particular. Here, we report findings from our research with climate activist students and teachers in Aotearoa New Zealand. We argue that school leadership plays a crucial role in enabling student and teacher agency and the development of effective Climate Change Education in schools. We utilise assemblage thinking, situating this within the new materialisms, to conceptualise schools and their leadership as dynamic assemblages, and we discuss teacher and student experiences as actors across such assemblages. We conclude that deterritorialisation and decoding of educational institutions and their leadership practices can promote and enable education to become a driver of the cultural transformation of society that the climate emergency mandates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01