School Strikers Enacting Politics for Climate Justice: Daring to Think Differently about Education

Autor/inn/en	White, Peta J.; Ferguson, Joseph P.; O'Connor Smith, Niamh; O'Shea Carre, Harriet
Titel	School Strikers Enacting Politics for Climate Justice: Daring to Think Differently about Education
Quelle	In: Australian Journal of Environmental Education, 38 (2021) 1, S.26-39 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Peta J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2021.24
Schlagwörter	Climate; Activism; Social Change; Ethnography; Environmental Education; College Faculty; Political Attitudes; Educational Change; Teacher Education Programs; Teacher Educators; Social Problems; Student Attitudes; Self Concept; Foreign Countries; Justice; Australia + Suchen Sie Ihr Suchwort? Klima; Aktivismus; Politischer Protest; Sozialer Wandel; Ethnografie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fakultät; Political attitude; Politische Einstellung; Bildungsreform; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Social problem; Soziales Problem; Schülerverhalten; Selbstkonzept; Ausland; Gerechtigkeit; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01