Sustaining the Old World, or Imagining a New One? The Transformative Literacies of the Climate Strikes

Autor/inn/en	Bowman, Benjamin; Germaine, Chloé
Titel	Sustaining the Old World, or Imagining a New One? The Transformative Literacies of the Climate Strikes
Quelle	In: Australian Journal of Environmental Education, 38 (2022) 1, S.70-84 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bowman, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.3
Schlagwörter	Climate; Activism; Civics; Environmental Education; Transformative Learning; Interdisciplinary Approach; Creative Teaching; Literacy + Suchen Sie Ihr Suchwort? Klima; Aktivismus; Politischer Protest; Staatsbürgerkunde; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Transformation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Creative thinking; Teaching; Kreatives Denken; Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	In this article, we consider the climate strikes in the context of intergenerational narratives that de/limit young people's political subjectivities and imaginaries concerning climate change. Considering the strikes alongside other youth-led responses to the crisis, we reconsider the question of young people's climate change 'literacy' and posit that young people's literacies are characteristically transformative. Despite their broadly transformative nature, however, the climate change literacies of young people remain bound up in a complex, adult-centred discursive framework that limits young people in various ways, including positioning them as objects of care or otherwise objectivising their activism. We advocate interdisciplinary thinking in support of creative and transformative pedagogies arising from and informed by the climate strikes, arguing that young people's political subjectivities are indivisible from their cultural imaginaries. We advocate a step change in the way educators respond to the educational dimensions of climate strikes, as well as the educational opportunities this movement provides. Vitally, we include young people themselves in the category of educators and consider the ways the climate strikes represent an educational opportunity in which young people share, support and collaborate as educators and learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01