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

Biswas, Tanushree; Mattheis, Nikolas

doi:10.1080/00131857.2021.1880390

Cited by 38 publications

(56 citation statements)

References 19 publications

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“…Isto refletiu-se também nos discursos das crianças, por exemplo na defesa do argumento da investigação-ação ambiental do seu GIAA. Os discursos expressaram empoderamento, consciência ambiental e ação, com uma linguagem de protesto, de apelo à mudança e ensino (Biswas & Mattheis, 2021). São disso exemplo as expressões "é proibido", "nós achamos importante fazer um cartaz com um qrcode com ligação a um vídeo no Youtube", "se entrarem no qrcode do nosso cartaz, as pessoas também podem aprender", "podemos contar convosco?…”

Section: Discussionunclassified

“…A Revolução Industrial, por exemplo, foi o período de maior deterioração da camada do ozono, com o aumento da concentração de dióxido de carbono e metano na atmosfera (Crutzen, 2002). Ora, as alterações climáticas causadas por impactos antropogénicos põem em risco a vida na Terra, bem como os sistemas sociais, económicos e políticos (Kopnina, 2016), gerando injustiça social (Bates, 2002), ambiental (Rios et al, 2021) e intergeracional (Biswas & Mattheis, 2021). Estas injustiças envolvem a dominação e opressão de seres humanos e não humanos, quer pelo contexto geocultural e político, quer por questões de género, de idade, de raça e de espécie (Bell & Russell, 2000;Kopnina, 2016).…”

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“Vamos fazer-nos ouvir”

Rios

Neilson

Menezes

2022

ESC

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Este estudo visa compreender a potencialidade de dispositivos participativos no ativismo de crianças, procurando perceber como problematizam e como intervêm em questões ambientais da floresta local. Envolveu, durante três meses consecutivos, 22 crianças com dez anos do 4.º ano do 1.º ciclo do ensino básico em momentos de participação, numa lógica de ação-reflexão. Com base numa abordagem de perfil comunitário, as crianças investigaram a floresta local e foram implicadas num processo de exploração dos problemas e de identificação de soluções para as questões que identificaram como pertinentes. Os dados foram recolhidos através de vários dispositivos: diários de bordo, desenhos e projetos elaborados pelas crianças; fotografias, vídeos do processo, e notas de terreno da investigadora contendo registos de discussões conjuntas com as crianças e de conversas informais com familiares; e entrevistas semiestruturadas com as professoras. A análise revela as crianças como agentes ambientais com práticas ativistas, por exemplo, ações coletivas que desenvolveram na floresta, a solicitação de parcerias na comunidade para a resolução de problemas ambientais locais e a organização de uma manifestação na comunidade, para se fazerem ouvir. A aprendizagem na floresta não só promoveu uma tomada de consciência por parte das crianças, designadamente a respeito do impacto da visão dominante antropocêntrica na sustentabilidade, como também as motivou a pôr em prática o seu ativismo ambiental. Recebido: 21/2/2022 Aceite: 30/5/2022

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Section: Discussionunclassified

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“Vamos fazer-nos ouvir”

Rios

Neilson

Menezes

2022

ESC

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“…Complementary to this (and similar climate litigation cases filed by legal minors across the world) are courageous acts of non-violent civil disobedience, organised globally under the umbrella of the Fridays for Future movement, which appeal to profound pedagogical concerns that are directly linked to the rights of the future generation, environmental sustainability and post-colonial global inequity, for example by asking, "Why study for a future if there is no future?" (Biswas & Mattheis 2021). Their question not only evokes the crisis of existentialism heightened by a capitalist system that is under the verge of collapse, but also the childist dimension of deep interdependence (e.g.…”

Section: Rights In Educationmentioning

confidence: 99%

Rights in education: outlines for a decolonial, childist reimagination of the future – commentary to Ansell and colleagues

Abebe¹,

Biswas²

2021

Fennia

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In this piece, we reflect upon a recent article published in Fennia by Ansell and colleagues. We identify and discuss aspects of learning that educational research, policies and institutions can consider, addressing the needs and subjectivities of learners and activating a politics around rights in education. Rights in education foreground the intrinsic value of learning,inviting us to realign the purpose of education with the overall purpose of life on this planet. It pursues a ‘bottom-up’ strategy for rethinking education as community formation to incorporate complex sources of knowledge and modes of knowing and becoming for children. In order to think about rights in education, we uphold an analytical distinction between schooling and education. The distinction enables us to raise some questions, reflect on them and suggest preliminary ideas for decolonial, childist strategies to envisage education, highlighting how education and the ‘future’ areintimately woven and exploring what they mean for each other and for childhood. We do so particularly by critiquing ‘western schooling’ as a mode of learning which is a conspirator of capitalism deeply rooted in philosophical racism and contributing to a global epistemological loss. Finally, we outline four strategies of moving forward with a decolonial,childist lens of reimagining education as community formation and welcome further discussions on rights in education.

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“…Educational philosophers like Straume (2018) and Su and Su (2019) problematize the paradox that current adult educators must exercise responsibility while enabling children to become part of a resource-intensive capitalism that depletes its own support systems. Others like Biswas and Mattheis (2021) take a childist stance and propose that educational praxis should recognize the educational contributions of children in the lives of adult educators because pupils' activism and advocacy itself contributes to informal education of adults regarding the climate crisis.…”

Section: Gen Z In An Overheated Worldmentioning

confidence: 99%

Letting Teach: Gen Z as Socio-Political Educators in an Overheated World

Biswas

2021

Front. Polit. Sci.

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In this article, the author begins by grasping the present crisis through the social anthropological description of overheating. She then locates “Generation Z (Gen Z)” as a generation born into an overheated era and distinguishes their socio-political struggle for intergenerational climate justice from preceding generations. Following that, the author presents an analysis of the oppressive adultist dimensions of the challenges confronted by Gen Z activists like Greta Thunberg. She does so by engaging with examples from the German context. The objective of the discussion on adultism faced by Gen Z activists consequently establishes that young activists demonstrate relentless courage and hence their contribution deserves a legitimate place in rethinking socio-political “education.” Her reading reveals that young activists are simultaneously resisting adult opposition and contributing to educating older generations about the intergenerational dimensions of the climate crisis. Therefrom, the author proposes that one may re-think the matter at hand from a childist standpoint which implies a re-cognition of pupils' agency within education i.e., intergenerational relating, as something that adults can also learn from. She suggests that an integral dimension of reflexivity in further developing childist educational theory and praxis, entails a conscious commitment to letting children and youth teach adult educators too.

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

Cited by 38 publications

References 19 publications

“Vamos fazer-nos ouvir”

“Vamos fazer-nos ouvir”

Rights in education: outlines for a decolonial, childist reimagination of the future – commentary to Ansell and colleagues

Letting Teach: Gen Z as Socio-Political Educators in an Overheated World

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