Conceptualising Uncertainty and the Role of the Teacher for a Politics of Climate Change within and beyond the Institution of the School

Autor/inn/en	Kirby, Perpetua; Webb, Rebecca
Titel	Conceptualising Uncertainty and the Role of the Teacher for a Politics of Climate Change within and beyond the Institution of the School
Quelle	In: Educational Review, 75 (2023) 1, S.134-152 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirby, Perpetua) ORCID (Webb, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1933392
Schlagwörter	Teacher Role; Ambiguity (Context); Climate; Environmental Education; Teaching Methods; Foreign Countries; Transformative Learning; Activism; Elementary School Students; Secondary School Students; Politics of Education; Citizenship Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerrolle; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Pädagogische Transformation; Aktivismus; Politischer Protest; Sekundarschüler; Educational policy; Bildungspolitik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	This predominantly conceptual paper explores "uncertainty": it foregrounds students engaged with climate change, in all its socio-political and more-than-human complexity, as political subjects within and beyond the school. It combines conceptual work on Rancièrian political philosophy with empirical work on teaching climate change in a range of schools in the Southeast of England. The paper makes the case for the educational importance of engaging with a Rancièrian logic of politics as a democratic mode of twenty-first century existential engagement. This takes seriously citizenship as a dynamic of schooling, which occurs through momentary rupture that can never be fully pre-determined or foreclosed. The paper applies ideas of a "thing-centred pedagogy" to pay deep attention to the unbounded subject matter of climate change. It explores how such an approach opens the scope of engaging with issues of adapting to, and living with, the ontological uncertainties of human-induced climate change, including the tensions and complexities of how to act within and beyond the school. This includes political subjectification as transformation, by which students (and teachers) take up their freedom to act. The paper integrates interviews with nine teaching staff working with students aged between 4-18 years-of-age, including in local authority controlled schools, academies and the private sector. While the fieldwork was conducted in England, its conceptual emphasis has international relevance, focusing as it does on a politics of schooling for global climate change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01