Changing the Climate of School-based Climate Change Education in England

Citation

Dunlop L & Rushton E (2024) Changing the Climate of School-based Climate Change Education in England. In: Pink WT, Beasy K, Maguire M, te Riele K & Towers E (eds.) Innovative School Reforms: International Perspectives on Reimagining Theory, Policy, and Practice for the Future. Education, Equity, Economy, 11. Cham: Springer, pp. 169-183. https://doi.org/10.1007/978-3-031-64900-4_10

Abstract
Despite the fact that teachers and young people across the UK have articulated a vision for school-based climate change education, in England, the curriculum and wider social context are oriented towards education about climate change rather than empowering young people’s active participation. Education for Environmental Sustainability (EfES) involves learning to live differently so that people and planet are cared for, and social and environmental injustices (including climate change) are addressed, with the needs of future generations in mind. We highlight two important and immediate directions of travel in response to the urgent need for future-focused climate change education. Firstly, the need to break silences and discuss climate change and climate change education concerns with others and to continue to ask awkward questions. Secondly, we underline the need for all teachers and teacher educators to exercise the freedoms they have, and to move beyond the minimum prescribed curriculum and teach climate change which is oriented towards action and justice.

Keywords
Climate change education; Curriculum; Teacher educators