Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes
Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes
复制标题
维持旧世界，还是想象一个新世界？
DOI：
10.1017/aee.2022.3
复制
发表时间：
2022
影响因子：
1.6
通讯作者：
Chloe Germaine
中科院分区：
文献类型：
--
作者：
B. Bowman;Chloe Germaine
摘要在这篇文章中，我们在代际叙事的背景下考虑气候罢工，这些叙事限制了年轻人对气候变化的政治主观性和想象力。考虑到罢工和其他由年轻人领导的应对危机的措施，我们重新考虑了年轻人气候变化‘识字’的问题，并假设年轻人的识字能力具有典型的变革性。然而，尽管年轻人的气候变化知识具有广泛的变革性，但他们仍然被一个复杂的、以成人为中心的论述框架捆绑在一起，该框架以各种方式限制年轻人，包括将他们定位为照顾对象或以其他方式将他们的行动主义客观化。我们提倡跨学科思维，支持因气候变化而产生的创造性和变革性教学方法，认为年轻人的政治主体性与他们的文化想象力是不可分割的。我们主张教育工作者在应对气候冲击的教育层面以及这场运动提供的教育机会方面做出阶段性改变。至关重要的是，我们将年轻人本身归入教育工作者的类别，并考虑气候变化代表着年轻人作为教育者和学习者分享、支持和合作的教育机会的方式。
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.