Whitehouse, Hilary (2016) The new realism: a rationale for supporting children's climate activism. In: Winograd, Ken, (ed.) Education in Times of Environmental Crises: teaching children to be agents of change. Routledge, New York, NY, USA, pp. 161-170.

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Abstract

Children and their families all over the world are now experiencing the disruptive realities of climate change. The business-as-usual scenario still mapped out for us by current economic and political thinking puts all world communities in a precarious situation. Every community is facing new threats and teachers can no longer honestly educate children for a future where the earth's climate remains benign. Unless the ultimate human project is to make the world safe only for jellyfish - which sounds like a joke but isn't, given how the oceans are heating and acidifying - then it is time to take the risks of climate disruption seriously within elementary education. The new realism means it is increasingly necessary for teachers and their students to contemplate activism as part of their pedagogy of climate change education. This chapter sets out a rationale for activism to increase understanding of why practical activism is becoming essential and acceptable within elementary education at this difficult time in human history.

Item ID:	41283
Item Type:	Book Chapter (Research - B1)
ISBN:	978-1-138-94436-7
Keywords:	children, climate action, activism, climate change
Date Deposited:	14 Nov 2016 00:55
FoR Codes:	39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) @ 50% 96 ENVIRONMENT > 9603 Climate and Climate Change > 960311 Social Impacts of Climate Change and Variability @ 50%
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