In October 2018, the independent Intergovernmental Panel on Climate Change published a Special Report, outlining that we have between 6 and 12 years to take action for a net-zero world and limit warming above 1.5°C. This is an urgent reminder that world leaders have not taken Climate Change as seriously as we need. From an education perspective, what is more positive within the report is that, for the first time, this international scientific body is acknowledging that politicians alone cannot fix this. They make explicit recommendations regarding public engagement. These include developing climate narratives around the world; training spokespeople on the social science of climate communication; and supporting peer-to-peer dialogue.
We are facing an existential threat. This is the biggest crisis humanity has ever faced. First we have to realise this and then as fast as possible do something to stop the emissions and try to save what we can save.”
Greta Thunberg, COP 24, Poland
Ecological emergency
This prompted a powerful language shift. Around the world campaigners began discussing the inadequacy of the phrase ‘Climate Change’. New phrases have been coined and are now being used by politicians. The language of ‘Ecological Emergency’ and ‘Climate Breakdown’ have now entered the lexicon, and international movements such as Extinction Rebellion have popped up – demanding a national Citizen’s Assembly to oversee legally binding policy measures to reduce greenhouse gas emissions to net zero by 2025 and to reduce consumption levels.
Youth action
“We are facing an existential threat. This is the biggest crisis humanity has ever faced. First we have to realise this and then as fast as possible do something to stop the emissions and try to save what we can save.” Greta Thunberg, COP 24, Poland.
From an education perspective, perhaps one of the most inspiring responses to the IPCC report is Greta Thunberg’s call to action for school pupils worldwide. In August 2018, she has become a prominent figure after starting the first school strike for climate outside the Swedish parliament building when she was just 15 years old. In December she addressed the United Nation’s Climate Change Conference in Poland, and in January 2019 she presented to the World Economic Forum at Davos. Since her first climate strike, she has inspired millions worldwide to strike on Fridays outside parliaments and in municipal spaces.
Scottish context
Here in Scotland, learners around the country have been leaving school early on a Friday to participate in the #YouthStrike4Climate, also known as #FridaysforFuture. This comes at a particularly provocative time. The Scottish Parliament are currently debating a new bill which will update and amend parts of the existing Scottish Climate Change Act from 2009 in response to the goals outlined in the 2015 Paris Agreement. However, many campaigners believe that this new proposed law does not go far enough, given that the bill was drafted before the latest IPCC report. Concerted pressure on politicians over recent months has influenced Holyrood’s cross party Environment committee, who in early March called on the Scottish Government to act with greater urgency to deliver the transformational change needed.
Our response as educators
What can we do as educators? Adopt a climate justice approach. Teach your young people about the causes, consequences and solutions for tackling this climate emergency. Ensure you are exploring the consequences for those most affected, and least responsible for climate change. Many IDEAS members have fantastic downloadable resources on their website. See ‘Good to know’ for details.
However you examine the issue with your learners, make sure they learn about Greta and the growing international youth movement. Where does it come from? What does non-violent direct action actually involve? In what ways has it been successful in the past? The Climate Strikes are teaching a new generation of activists that if there’s enough of you, they can’t touch you. As an act of political self-defence, mass-mobilisations work.
As duty-bearers of children’s rights we have a moral obligation to enable young people to have their opinions expressed and to be listened to.
The right to strike
Ensure you’re also exploring the variety of responses to the Friday school strikes from politicians, the media, teaching unions and heads of education services (from patronising to supportive). The main argument against are that, if young strikers wish to be taken seriously, they must also expect to be treated the same as any other group engaging in political protest. Sean Bell, journalist for Common Space wrote about this in his recent article on the strikes:
“Except, of course, they [young strikers] are not the same. That the strike required so-called ‘truancy’ at all is evidence that the young do not enjoy the same rights and privileges as their elders. A conventional strike would be impossible, as those younger than university age have no trade union to represent them. There is no universally accepted scenario under which school pupils can down tools (or rather, textbooks). The injustice of that – particularly when the young are just as vulnerable, or more, as any other demographic in society – is something that should be revisited.”
Teach your young people about the causes, consequences and solutions for tackling this climate emergency.
Ideally you’ll be supported by your senior managers to actually take your learners to ‘strike’ – create the banners, placards and slogans that will capture the attention of the media. There is so much potential for the development of literacy skills and an empowering sense of agency and resilience (crucial for health and wellbeing as we know). If you can’t get to a place of gathering physically, recreate your strike in the street outside your school. Invite local press and elected members locally and nationally. Learning about activism is a natural extension of pupil voice and supports the full realisation of UNCRC Article 12. As duty-bearers of children’s rights we have a moral obligation to enable young people to have their opinions expressed and to be listened to.
