The challenge of the climate crisis can be summed up in ten words: It's real. It's us. It's bad. Experts agree. There's hope (Maibach, 2011. This article reviews implications of the climate crisis ...for older adults and those who work with them. This special issue highlights the role
professional organizations like ASA need to play in responding to the climate crisis and ways gerontologists and climate activists can use their talents to ensure older adults are not only victims of climate change but also leaders of climate action. Each of us has a responsibility to become
a climate literate professional in this era of climate crisis.
In the current climate crisis, young people are portrayed paradoxically: victims and stakeholders, political protagonists and school truants. Based on ethnographic research with the climate movement, ...this article explores how youths manage their activism as it interfaces with their socialisation contexts, tracing prevalent adult antagonisms: radicalism, condescension and individualism. Drawing on sociological conceptualisations of climate precariousness and on an educational theorisation of subjectification, I argue that activists construct margins of resistance in their everyday political practices by incorporating processes that interrupt adult structures while reframing educational imagination. This highlights how the individual present is colonised by the risks posed to a collective future, leading adult power to be contested at a collective-public level (through performative reconfigurations of existing orders) and subverted at an individual-private level (by repurposing privileges towards climate struggle). Resistances to adultism uncover competing notions of future and education as integral to politicisation processes within the climate movement.
Face aux défis du réchauffement climatique impactant probablement fortement la génération actuellement sur les bancs de l’école, le rôle de cette dernière est questionné par des enseignantes et ...enseignants soutenant les mouvements de jeunes, comme la grève du climat. Une recherche-formation destinée à des enseignant·es souhaitant développer et partager leurs pratiques pour y intégrer l’urgence climatique est décrite et les discours, produits dans ce cadre, analysés. De cette analyse se dégagent plusieurs thématiques fortes, notamment sous forme de préoccupations et de pistes projetées. Les propos des enseignant·es sont discutés à la lumière de courants visant à faire de l’environnement un sujet scolaire existant depuis les années 1970. Les résultats mettent en lumière la diversité et la richesse des activités proposées et le fort engagement qu’offrent ces enseignant·es pour intégrer l’urgence climatique dans leurs pratiques. Ils pointent également le rôle paradoxal accordé aux élèves, passant du rôle de moteur à celui de frein à l’engagement.
Faced with the challenges of global warming, which are likely to have a major impact on the generation currently in school, the role of schools is being questioned by climate activist teachers. We describe a research and training project aimed at teachers who wish to develop and share how they integrate the climate emergency into their practice, and analyse the discourses produced in this context. A number of key themes emerge from this analysis, particularly in terms of concerns and projected courses of action. Teachers’ comments are discussed in the light of ways in which environment and ecology have been treated as a school subject since the 1970s. The results highlight the diversity and richness of the activities proposed and the strong commitment of these teachers to integrate the climate emergency into their practice. They also highlight the paradoxical role of pupils, who can both motivate and hinder this commitment.
PDF
