School Strike 4 Climate in Aotearoa New Zealand: Youth, Relationships and Climate Justice

Autor/in	Birdsall, Sally
Titel	School Strike 4 Climate in Aotearoa New Zealand: Youth, Relationships and Climate Justice
Quelle	In: Australian Journal of Environmental Education, 39 (2023) 2, S.139-151 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Birdsall, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.51
Schlagwörter	Foreign Countries; Climate; Strikes; Conservation (Environment); Ecology; Activism; Pacific Islanders; Peer Relationship; Youth Leaders; Racism; Colonialism; Social Justice; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Klima; Strike; Streik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ökologie; Aktivismus; Politischer Protest; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Peer-Beziehungen; Jugendführer; Jugendleiter; Rassismus; Kolonialismus; Soziale Gerechtigkeit; Neuseeland
Abstract	The School Strike 4 Climate New Zealand (SS4CNZ) movement have organised and led four strikes between 2019 and 2021. With each successive strike, adult support for students' demands increased. Their most notable achievement was garnering sufficient support to pass Aotearoa New Zealand's Zero Carbon Bill into legislation. However, tensions with SS4CNZ led to the Auckland Chapter announcing its disbandment in 2021. There were mixed responses to their decision. In this reflective essay I argue that this disbandment was a positive move forward because these youth were showing their willingness to re-build relationships with their Maori and Pacific Island activist peers. By disbanding, not only were these young leaders enabling their Maori and Pacific Island peers to lead future actions, they were acknowledging the connections between racism, colonialism and climate justice; responding to our relational crisis by demonstrating the importance of re-building robust and reciprocal relationships between humans and more-than-humans when advocating for ways to navigate towards a climate-just society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01