Strikingly educational: A childist perspective on children's civil disobedience for climate justice

• Published in: Educational philosophy and theory Vol. 54; no. 2; pp. 145 - 157
• Main Authors: Biswas, Tanu, Mattheis, Nikolas
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 28.01.2022; Taylor & Francis Ltd
• Subjects: Activism; Adults; Anthropocene; Attendance; Childism; Children; Citizen Participation; Civil disobedience; Climate; climate justice; Conservation (Environment); Democracy; Education; Educational Philosophy; FridaysforFuture; Futures (of Society); Greta Thunberg; Hopelessness; Independent Study; Informal Education; Interdependence; Justice; Neoliberalism; Political Attitudes; Political participation; reflexive pedagogy; Strikes; Teaching; Teaching Methods; Truancy
• DOI: 10.1080/00131857.2021.1880390
• ISSN: 0013-1857

In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance-which highlight interdependencies and vulnerabilities in the face of crises in Anthropocene neoliberalism requires rethinking the boundaries of democratic participation and education. In particular, we highlight that school strikes for climate serve as an invitation for adults to let children contribute to their own ongoing formation. A childist philosophical attitude that emphasises mutual teaching-i.e. the adult capacity to see and hear what children show and say-can expand through an engagement with, rather than against school strikes. Children's political appearance on streets to influence political priorities from an intergenerational global justice point of view is a gift for adults and adultist structures. It is a passage to grasp deep interdependence and to assume appropriate responsibility. If 'education' is a beacon of hope in times of overheated despair, then the hope is in educational philosophies that have room for mutual teaching. The philosophical assumption that it is adults who must always, and necessarily, teach children to prepare them for a better future would have to be discarded.