PROJECTS
Learning Collective Worldmaking: Youth Activism for Climate Futures
Call for teachers!
Are you a teacher of any subject for grades 9 to 12? Are you interested in including climate change in your classroom discussions? Would you like to collaborate with teachers internationally?
project team
Youth planet-wide are mobilizing, and educators, policymakers, and researchers want to know how education systems can concretely respond to and engage youth as co-creators of educational processes and systems.
Learning collective worldmaking works with teachers and students from intensely fossil fuel-reliant communities around the world to understand the ways of knowing and being that have led to this moment of planetary crisis. This project also maps the intergenerational and community-based knowledge needed to address not only the symptoms but the root causes of climate change.
By equipping students to co-world their futures, co-author a policy paper, and plan their interventions into climate decision making spheres at local and international levels, this project will co-design transformative approaches to education with youth and their teachers from participating schools in 12 of the top 30 carbon-emitting nations around the world.
Alongside teachers and learners in diverse contexts globally, Learning collective worldmaking is:
- Co-creating teaching materials that bring local knowledges and experiences in dialogue across global contexts
- Establishing a networked global classroom focused on deep energy literacy to build and record youth knowledge around climate change and energy transition
- Mapping teachers’ experiences and ideas about climate and energy education
- Mapping young people’s understandings and experiences of climate crisis, as well as their thoughts on climate futures and their contributions
- Making policy recommendations for education futures that target education systems in high-carbon contexts
- Developing new theories around the educational power of tapping multiple knowledge systems for futures-making in the face of climate crisis.
The co-designed transformative content and approaches will help scholars, youth, and teachers understand climate justice as the first step to transition away from extractive energy futures. It will help youth intervene as policymakers, climate activists, and engaged citizens. It will provide teachers with curriculum content, methods, and professional networks to meaningfully address climate change in future courses.
Funded by: SSHRC Insight Grant; Kule Institute for Advanced Studies (KIAS) Collaborative Outreach Grant
