Student activity in social action projects is an important way of helping connect to the real world. Climate change activism is a social action protest that students can be involved in. This activism is citizen science in action.

Why should climate change activism be part of school learning?

Last week, we watched millions of teenagers march on Climate Friday. They did this to promote their views of climate change. The marches took place on every continent. Student leaders organized the activities and marches. There was no central organizational framework. However, several charities funded climate change activities, and some of them did aid students. Student leaders emerged in cities and towns around the world to organize what what we saw as massive rallies. Teenagers moved through streets like water flowing down a fast moving river.

Climate crisis activism was social justice in action. Although climate change affects the whole earth, many of the most vulnerable are affected to a greater extent than the affluent. People who are flooded out of their homes don’t always have ways and means to rebuild and start over.

Climate change science is an established field of science that is based on peer-reviewed research and literature. The climate of the earth has changed over time, and has had periods of extreme cooling (multiple ice ages), and periods of extreme heating.

The current climate change crisis was caused by an increase in greenhouse gases. The widespread use of fossil fuels has increased the amount of CO2 in the atmosphere.

Should “activism” be part of the school curriculum?

Climate change activism is environmental education that needs to be thought of in a different way. Environmental education curriculum typically is either about the environment (traditional learning of concepts), or in the environment (outdoor activities).

Climate change activism is education for the environment. Students from around the world marched “for the environment.” They were demanding that actions be taken to reduce greenhouse gases, protect endangered species, prevent the continued use of fossil fuels, and other matters.

Education for the environment is not a new idea. In a blog post I wrote a decade ago, I reported on research done by Australian environmental educator, Rachel Michel. She advanced the idea that education for the environment grew out of environmental protectionism and the role of citizens in taking action. In her view, education for the environment could be interpreted as a response to the perceived environmental crisis.

“Education for the environment” is based some of the principles of Deep Ecology (Devall & Sessions, 1985). Deep Ecology was coined by Arne Naess. It is a deeper approach to the study of nature. Aldo Leopold and Rachel Carson were the leaders.

Student are not only activists, but “are provided with the knowledge, values, attitudes and commitment and skills needed to protect and improve the environment (Tibilisi Declaration, 1978, p.3, as cited in Michel, 1996). 

Greta Thunberg, is a climate change activist. She also understands the content of climate change. The link will take you to a video she recently released about climate change solutions.